Complexity, education and transdisciplinarity

Abstract

This paper seeks to answer if it is possible to plan and think on transversal contents in education without a transdisciplinary approach to the complexity of the real, in a context of global mutation. All efforts, says the author, are based on the same diagnosis: the different educational levels are obsolete, and is required a transdisciplinary approach, yet teachers do not have a consistent epistemology. The article analyzes the state of progress and the distinctions between multidisciplinarity, interdisciplinarity and transdisciplinarity.