Complex Systems as a Basis for Education and Pedagogy in the 21st Century

Abstract — Pedagogy as a science of education must be epistemologically grounded on complex systems, being a contemporary scientific paradigm that explains the processes of teaching and learning based on a neural network that integrates electrochemical, biological, genetic, and social elements in a complex reality that is surrounded by uncertainty, indeterminism and emergences resulting from the constant interconnectivity and which can be represented by complex mathematics such as constantly changing nonlinear dynamic behavioral patterns. These patterns cannot be established just by looking at the student’s neural circuit, but as a result of the inter-cerebral dynamic between the professor and the student. The professor plays now a new role as detector of emergences and as creator of learning scenarios for unstable and trans-disciplinary contexts, while designing pedagogical processes grounded in non-classical logics that enhance the development of the student within the framework of complexity