Publication 309

Le Moigne J.-L. (2013) 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”? Complicity 10(1/2): 1–17. Fulltext at https://cepa.info/309
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).
French original “Intelligence de la complexite: Les enjeux éthiques de la recherche et de l’intervention en éducation et formation n’appellent-ils pas un ‘nouveau discours de la methode des etudes de notre temps’,” presented at the Conférence au XV° colloque de l’ARFISE, in Portugal, February 2007. First English translation in 2008 in SISIFO Educational Sciences Journal 4: 115–126.

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