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- Title
The Intelligence of Complexity: Do the Ethical Aims of Research and Intervention in Education Not Lead Us to a New Discourse "On the Study Methods of our Time"?
- Authors
MOIGNE, JEAN-LOUIS LE
- Abstract
To better appreciate the contribution of the 'paradigm of complexity' in Educational sciences, this paper proposes a framework discussing its cultural and historical roots. First, it focuses on Giambattista Vico's (1668-1744) critique of René Descartes' method (1637), contrasting Cartesian's principles (evidence, disjunction, linear causality and enumeration), with the open rationality of the 'ingenium' (capacity to establish relationships and contextualize). Acknowledging the teleological character of scientific inquiry (Bachelard) and the inseparability between 'subject' and 'object', the second part of the text explores the relevance of 'designo' (intentional design) implemented by Leonardo da Vinci (1453-1519) in order to identify and formulate problems encountered by researchers. Referring to contemporary epistemologists (Bachelard, Valéry, Simon, Morin), this contribution finally questions the relationships between the 'ingenio' (pragmatic intelligence), the 'designo' (modeling method) and ethics. It proposes one to conceive the paradigm of complexity through the relationships it establishes between (pragmatic) action, (epistemic) reflection and meditation (ethics).
- Subjects
SCIENCE &; ethics; INFORMATION services in science; CLASSIFICATION of sciences; LEONARDO, da Vinci, 1452-1519; HYPOTHESIS; SCIENTIFIC visualization
- Publication
Complicity: An International Journal of Complexity & Education, 2013, Vol 10, Issue 1/2, p1
- ISSN
1710-5668
- Publication type
Article
- DOI
10.29173/cmplct20397