EDUCATING FOR COMPLEXITY: EDGAR MORIN AND THE CONSTRUCTION OF AN EDUCATIONAL PHILOSOPHY COMMITTED TO INTEGRAL DEVELOPMENT

Objective: In a context marked by uncertainties and interdependent challenges, educational paradigms centered on fragmentation have proven insufficient for comprehensive human development. This article discusses Edgar Morin’s contributions to the philosophy of education and argues that his epistemology of complexity provides a framework for a “reform of thought” capable of integrating knowledge, contextualizing problems, and guiding pedagogical decision-making   Theoretical Framework: This study is grounded in Edgar Morin’s epistemology of complexity and philosophy of education, articulated with interdisciplinary and transdisciplinary perspectives that support an integral and planetary-oriented conception of human development.   Method: Methodologically, it presents a qualitative bibliographic review of Morin’s works and related literature on education, interdisciplinarity, and transdisciplinarity.   Results and Discussion: The analysis indicates that (i) inter- and transdisciplinary integration is a prerequisite for relevant knowledge; (ii) practices such as project-based learning and STEAM approaches strengthen creativity, critical thinking, and planetary responsibility; and (iii) education must address the human condition in its biological, cultural, social, and ethical dimensions, fostering planetary citizenship and the capacity to face uncertainty.   Research Implications: It is concluded that complex thought constitutes a theoretical and methodological foundation for rethinking curricula, teacher education, and educational policies, contributing to transformative and socially committed practices.   Originality/Value: This article articulates Edgar Morin’s epistemology of complexity with interdisciplinary and transdisciplinary perspectives, providing a conceptual framework for integral and planetarily oriented human development within contemporary educational contexts.