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Edgar Morin and Integral’s education

The French philosopher Edgar Morin (born 1921), of Sephardic origin, was investigated by the CNRS (Center National de la Recherche Scientifique) in France, where he carried out several works on Philosophy, Sociology and Epistemology. At the beginning of the 20th century, he developed several works for UNESCO on the future of education and the school. They develop their approach to the theory of complexity advocating a comprehensive education.

According to Morin, it is necessary to start with the human being, who is himself a result of a culture and an environment, in order to offer him a comprehensive education.
Morin’s educational proposal criticizes the fragmentation of knowledge, which only leads to an understanding of the universe with unconnected parts. This inability to understand the totality leads Morin to propose education as a process of understanding complex thinking that relates the global to the local, which allows including the uniformity and diversity included in the totality. This implies a profound reform of teaching models, and it is necessary to go beyond learning by specialization to integrated learning from various areas of knowledge.
French philosopher and sociologist Edgar Morin defends a “radical reform” of the teaching model in universities and schools, stressing the need to move from the current ‘hyperspecialization’ to learning that “integrates from the various areas of knowledge”.
With this paradigm shift, proposed by Morin, education may face the resolution of complex problems, such as the current problems faced by humanity in its relationship with the environment. A comprehensive education allows students to be prepared to face the unforeseen and change. The proposed integral method starts from questioning the knowledge of the knowledge itself. This is his thesis on the Seven Pillars of Education.
Participates in the debates on Transdisciplinarity, whose carte is presented in 1994 at the Arrábida Conferences
He wrote several books such as: The method (6 volumes- 1977-2004) Introduction to complex thinking (1999), Science with conscience and The seven necessary knowledge for the education of the future (2000)
Connections
Montuori, Alfonso 82008). Edgar Morin A partial Introdution
https://www.academia.edu/168752/Edgar_Morin_A_Partial_Introduction
https://www.apha.pt/wp-content/uploads/boletim1/CartadeTransdisciplinaridade.pdf
Olga Pombo “Interdisciplinarity and integration of knowledge” (2005).
http://revista.ibict.br/liinc/article/view/3082/2778

Seven pillars of education by Edgar Morins

  1. Starting from the Knowledge of Life
    The. Knowledge: We have a lot of information but we know little about the world and life
  2. Search for Relevant Knowledge:
    The. A knowledge that does not mutilate the object. It is necessary to contextualize. Search for the whole within the one. Look at the relationships.
  3. Understanding the Individual
    The. Human Identity: It is necessary to understand the individual, the social and the natural. The three-dimensional unity of the human condition.
  4. Understanding the Social
    The. Human understanding: Develop the ability to communicate through dialogue
  5. Knowledge is uncertain
    The. Uncertainty: action generates uncertainty. An ecology of action is needed. Take small steps and think about alternatives
  6. Phenomena are complex
    The. Planetary condition: Phenomena are complex and interconnected at multiple scales and times (transcalarity and transtemporality)
  7. Action as the limit of ethics
    The. Anthropo-ethics: The human being is three-dimensional. It is simultaneous to be biological, to be individual and to be social. Each of them developed their individual responsibilities