Paradigm of science, of wisdom and knowledge and education to the complexity: assumptions and possibilities for teacher training

Abstract

Focusing readings on the theoretical foundations of the dominant scientificparadigm, in their rationalist-cientificist pleas, determinants in science, inknowing and in the knowledge learned at school, we present the propositionof an education geared towards complexity. This proposition is the so-calledemerging paradigm, which aims at overcoming the inertia and reactivityin the traditional procedures for education and teacher training and walkinto proactive situations and mobilizing protopias for the implementationof curriculum and educational training actions to promote a more open,flexible and inter-cross learning, which will result in a more human and convivial education.