IMPLICATIONS OF THE TRIAD IN EDUCATION TODAY

TRANSEPISTEMES, DECOLONIALITY AND COMPLEXITY

Abstract

The objective of the inquiry is upholded the transepistemes-decoloniality-complexity triad and its implications in education today. We do it with comprehensive, ecosophical and diatopic hermeneutics, in the analytic-empirical and propositive moments. In the propositive moment we show that the transepistemes-decoloniality-complexity triad breaks into education to break with the reductionist education of the human being; with artificial intelligences and the due epistemological vigilance in favor of the learner's doing; it breaks into education to break with the imposed truths of modern science; the concordance knowledge-knowledge, which leads to decolonizing knowledge to make it complex; cause the break that only in the physical space of educational institutions one learn and go to the classroom mind-social-spirit with the subjectivity-feeling-thinking-daily life-culture of the student; the concordance knowledge-transdisciplined knowledge, breaking the abysmal thinking between disciplines, without decoloniality the new wine is lost in an old wine winesk like the parable of our lord jesus christ; philosophy, education and sciences are decolonized to educate in the complexity of being; the reform of thought and in it the principles of complexity nest relationalities in knowledge-knowledge; the asignifying ruptures with the impositions of superiorities in knowing and minimization of the human being and deconstruct them to make them complex in the light of feeling-thinking and the objectivity-subjectivity concordance; the breaking of the fact that only in the physical space of educational institutions one learn and go to the classroom mind-social-spirit with the subjectivity-feeling-thinking-daily life-culture of the student.