552
M. R. Anastacio
meaning; to teach the human condition—which is at the same time biological,
physical, psychic, cosmic, cultural, social and historical, and in this sense recognize
as the essential object of all teaching the unity and the human complexity; teaching
the earthly identity—brings the reflection on the care not only to conquer progress,
but the survival of humanity by raising awareness of the need to civilize and be
supportive with Earth; facing the uncertainties—the education of the future must
include the teaching of uncertainties and the preparation of minds for the unexpected;
teaching understanding—it is fundamental to teach mutual understanding as a vital
assumption for humans to continue to exist; and the ethics of mankind—education
must work in the minds of the citizens of Earth-Motherland who carry a triple reality:
of being at the same time individual, part of society and part of the species.
Nicolescu (1999a, b), Weil et al. (1993), Crema and Brandão (1991), Morin (2001,
2003, 2007), Moraes (2010, 2012), Moraes and Batallosso (2015), D’Ambrosio
(2010, 2012), Petraglia (2015), Behrens (2012, 2015), among others, present in their
works indications of how educational institutions and educators can promote the
global education of individuals and the impacts that an integral formation can generate in other spheres of life, not only human, but of the planet. The aforementioned
authors consider that the transdisciplinary approach can elicit answers to the comprehension and the experience of complex thinking, as well as to help in understanding
and acting on the complex problems present in the field of education and in human
society.
For Morin (2005), the way to get to know the real for the theory of complexity
is transdisciplinarity, given its condition of going beyond the disciplines, forming
links that collaborate with each other and transcend the boundaries of the discipline,
constructing a metavision about men, earth, the arts, life and the cosmos.
According to Brandão and Magalhães (2012), transdisciplinarity is a different way
from the conventional way of daring to think and creating knowledge that invites
to bond the multiple dimensions of human experience and the diversity of looks
regarding knowledge: the rediscovery of the body, the confidence in the senses, the
sensibility, the desire, the affection, the creative imagination, the amorosity and the
multiple intelligences.
Education in the transdisciplinary perspective cannot be merely intellectual and
act only on the mental level; it needs to be permeated with sentiment and ethics so
that the resulting actions are life producers. Knowledge must be linked to wisdom
and imagination, which presupposes valuing not only critical thinking about realities
and their contexts, but also the ontological dimension of ‘beings’.
In addition to the formal content of objective order, transdisciplinary education,
like any other, has a hidden curriculum, which translates into the attitudes of educators (in tune with the principles of transdisciplinary education) and the methodologies adopted by them. A proposal that requires from educators changes involving
emotional aspects, interpersonal relations and revision of personal values, in an ontological context, besides the change of frames of intellectual reference. As we can see
in the next section.
M. R. Anastacio
meaning; to teach the human condition—which is at the same time biological,
physical, psychic, cosmic, cultural, social and historical, and in this sense recognize
as the essential object of all teaching the unity and the human complexity; teaching
the earthly identity—brings the reflection on the care not only to conquer progress,
but the survival of humanity by raising awareness of the need to civilize and be
supportive with Earth; facing the uncertainties—the education of the future must
include the teaching of uncertainties and the preparation of minds for the unexpected;
teaching understanding—it is fundamental to teach mutual understanding as a vital
assumption for humans to continue to exist; and the ethics of mankind—education
must work in the minds of the citizens of Earth-Motherland who carry a triple reality:
of being at the same time individual, part of society and part of the species.
Nicolescu (1999a, b), Weil et al. (1993), Crema and Brandão (1991), Morin (2001,
2003, 2007), Moraes (2010, 2012), Moraes and Batallosso (2015), D’Ambrosio
(2010, 2012), Petraglia (2015), Behrens (2012, 2015), among others, present in their
works indications of how educational institutions and educators can promote the
global education of individuals and the impacts that an integral formation can generate in other spheres of life, not only human, but of the planet. The aforementioned
authors consider that the transdisciplinary approach can elicit answers to the comprehension and the experience of complex thinking, as well as to help in understanding
and acting on the complex problems present in the field of education and in human
society.
For Morin (2005), the way to get to know the real for the theory of complexity
is transdisciplinarity, given its condition of going beyond the disciplines, forming
links that collaborate with each other and transcend the boundaries of the discipline,
constructing a metavision about men, earth, the arts, life and the cosmos.
According to Brandão and Magalhães (2012), transdisciplinarity is a different way
from the conventional way of daring to think and creating knowledge that invites
to bond the multiple dimensions of human experience and the diversity of looks
regarding knowledge: the rediscovery of the body, the confidence in the senses, the
sensibility, the desire, the affection, the creative imagination, the amorosity and the
multiple intelligences.
Education in the transdisciplinary perspective cannot be merely intellectual and
act only on the mental level; it needs to be permeated with sentiment and ethics so
that the resulting actions are life producers. Knowledge must be linked to wisdom
and imagination, which presupposes valuing not only critical thinking about realities
and their contexts, but also the ontological dimension of ‘beings’.
In addition to the formal content of objective order, transdisciplinary education,
like any other, has a hidden curriculum, which translates into the attitudes of educators (in tune with the principles of transdisciplinary education) and the methodologies adopted by them. A proposal that requires from educators changes involving
emotional aspects, interpersonal relations and revision of personal values, in an ontological context, besides the change of frames of intellectual reference. As we can see
in the next section.