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Seven Complex Lessons in Education for the Future

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Seven Complex Lessons in Education for the Future United Nations Educational, Scientific and Cultural Organization Seven complex lessons in education for the future Edgar Morin Translated from the French by Nidra Poller The author takes sole responsibility for the ideas and opinions expressed herein, which do not necessarily reflect the views of UNESCO. Original title: Les sept savoirs necessaires a I’education du futur Published in November 1999 by the United Nations Educational, Scientific and Cultural Organization - 7 place Fontenoy - 75352 Paris 07 SP - France 0 UNESCO 1999 EDP-99/W/3 TABLE OF CONTENTS Acknowledgments Preface by the Director-General of UNESCO Foreword .............................................................................................. 1 Chapter I - Detecting error and illusion ................................................... 5 1. The Achilles heel of knowledge ............................................................. 5 1.1 Mental errors ............................................................................. 6 1.2 Intellectual errors ....................................................................... 6 1.3 Errors of reason ......................................................................... 6 1.4 Blinding paradigms ...................................................................... 8 2. Imprinting and normalization.. .............................................................. 9 3. Noology: possession ........................................................................... 10 4. The unexpected ................................................................................. 11 5. Uncertain knowledge .......................................................................... 11 Chapter II - Principles of pertinent knowledge ......................................... 13 1. Pertinence in knowledge ...................................................................... 13 1.1 The context.. ............................................................................. 13 1.2 The global (relation between the whole and parts). ............................ 14 1.3 The multidimensional.. ................................................................. 14 1.4 The complex.. ............................................................................ 15 2. General intelligence.. .......................................................................... 15 2.1 Antinomy .................................................................................. 15 3. The essential problems.. ...................................................................... 16 3.1 Disjunction and closed specialization.. ............................................. 16 3.2 Reduction and disjunction ............................................................. 17 3.3 False rationality ......................................................................... 17 Chapter III - Teaching the human condition ............................................. 21 1. Rooted c--t uprooted humanity ................................................................ 21 1.1 The cosmic condition ................................................................... 21 1.2 The physical condition ................................................................. 22 1.3 The earthly condition ................................................................... 22 1.4 The human condition ................................................................... 23 2. The human in humans.. ....................................................................... 23 2.1 Uniduality ................................................................................. 23 2.2 The brain * mind +, culture loop.. ................................................. 24 2.3 The reason 0 emotion t--t impulse loop ............................................ 24 2.4 The individual - society ~6 species loop.. ........................................ 25 3. Unitas multiplex : human unity and diversity ............................................ 25 3.1 The individual level ..................................................................... 26 3.2 The social level .......................................................................... 26 3.3 Cultural diversity and individual plurality ......................................... 26 3.4 Sapiens t+ demens.. .................................................................... 27 3.5 Homo complexus ......................................................................... 28 Chapter IV - Earth identity . 31 1. The planetary era ................................................. 32 2. The 20th century legacy.. ........................................ 35 2.1 The legacy of death .......................................... ................ 35 2.1.1 Nuclear weapons ...................................... ................ 35 2.1.2 New perils.. ............................................. ................ 35 2.2 Death of modernity .......................................... ................ 35 2.3 Hope ............................................................. ................ 36 2.3.1 Contribution of countercurrents ................... ................ 36 2.3.2 In the contradictory game of possibles .......... ................ 37 3. Earth identity, earth awareness.. ................................ 38 Chapter V - Confronting uncertainties . 41 1. Historical uncertainty.. ...................................... ......... ....... 41 2. Creative, destructive history.. ............................. ......... ....... 42 3. An uncertain world.. ......................................... ......... ....... 43 4. Confronting uncertainties . 43 4.1 Uncertainty of reality.. .............................. ......... ......... 44 4.2 Uncertainty in knowledge .......................... ......... ......... 44 4.3 Uncertainties and the ecology of action.. ...... ......... ......... 45 4.3.1 The risk c-t caution loop ..................... ......... ......... 45 4.3.2 The ends ++ means loop ..................... ......... ......... 46 4.3.3 The action t-t context loop.. ................ ......... ......... 46 5. Long term unpredictability ....................................... 46 5.1 Wager and strategy ......................................... 47 Chapter VI - Understanding each other . 49 1. Two types of understanding ............................................................ * . 49 2. Teaching obstacles to understanding ................................................. * . 50 2.1 Egocentrism ........................................... , . 51 2.2 Ethnocentrism and sociocentrism.. ............... , . 51 2.3 The reductive mind .................................. ..a..... 52 3. Ethics of understanding. ................................................................. 52 3.1 “Thorough thinking”. ................................ 53 3.2 Introspection .......................................... 53 4. Awareness of human complexity ....................................................... 53 4.1 Subjective (sympathetic) open-heartedness to others. 53 4.2 Tolerance interiorized ......................................... 54 5. Planetary understanding, ethics and culture.. ...................................... 54 Chapter VII - Ethics for the human genre . 57 1. The individual t-t society loop: teaching democracy . 58 1.1 Democracy and complexity.. ................................. .......... 58 1.2 The democratic dialogic.. ..................................... .......... 59 1.3 The future of democracy ..................................... .......... 60 2. Teaching earth citizenship: the individual t--t species loop 61 3. Humanity as a planetary fate ..................................... 61 ” Open ” bibliography Acknowledgments I would like to express my gratitude for understanding support from UNESCO and more particularly from Gustav0 Lopez Ospina, director of the transdisciplinary project “Educating for a Sustainable Future,” who encouraged me to give the fullest expression of my thoughts. The manuscript of this essay was submitted to scholars and international civil servants from North, South, East and West: Andra Biro (Hungary-UN0 specialist in development), Mauro Ceruti (Italy-University of Milan), Emilio Roger Xiurana (Spain-University of Val ladolid), Edouard Dominguez (Colombia--Pontificia Bolivariana University) Maria de C. de Almeida (Brazil-Catholic University of Sao-Paulo), Carlos Garza Falla (Mexico -UNAM), Rigoberto Lanz (Venezuela -Central University), Carlos Mato Fernandez (Uruguay-University of the Republic), Raul Motta (Argentina--International Institute for Complex Thought, University of Salvador), Dario Munera Velez (Colombia-former Rector of the UPB), Sean M. Kelly (Canada-University of Ottawa), Alfonso Montuori (USA-California Insitute of Integrated Studies), Helena Knyazeva (Russia-Philosophy Institute, Academy of Sciences), Chobei Nemoto (Japan-Foundation for the support of the arts), Ionna Kucuradi (Turkey-University Beytepe Ankara), Shengli Ma (China-Institute of Western European Studies, Chinese Academy of Social Sciences), Marius Mukungu-Kakangu (Congo- Kinshasa-Universite de Kinshasa), Peter Westbroek (Holland-Leiden University). Nelson Vallejo-Gomez was asked by UNESCO to integrate comments and suggestions from these personalities and to formulate his own contributions. The resulting modified version is presented here with my approval. Once more, I wish to express my warm appreciation to all of these people for their invaluable contribution. Preface by the Director-General of UNESCO
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