Abstract
The concept of simplexity, as proposed by Alain Berthoz, is based on the assumption that solutions elaborated by living organisms to decipher and face complexity could be applicable to all complex adaptive systems. Within the pedagogical and didactic context the proposal of the French physiologist could provide a scientific research trajectory aiming at solving the tension between theory, praxis, descriptive approaches and practical needs. Thus, simplexity seems to be an operational strategy based on the identification of the principles that rule and guide the didactic action through patterns of adaptation, which allow to decipher complexity in terms of data elaboration and decision making among different opportunities.
Résumé
Le concept de simplexité proposé par Alain Berthoz se fonde sur le fait que les solutions élaborées par les organismes vivants pour déchiffrer et faire face à la complexité peuvent être considérées comme généralisables à tous les systèmes complexes adaptifs. Dans les domaines pédagogique et didactique, la théorie du physiologue français assume les caractéristiques d’une trajectoire de recherche scientifique orientée à la solution de la tension entre théorie et pratique, modalités descriptives et exigences pratiques. La simplexité semble donc offrir une stratégie opératoire fondée sur l’identification de principes à même de régler l’action didactique à travers des modèles de fonctionnement qui permettraient de déchiffrer la complexité en termes d’élaboration de données et de décisions parmi différentes opportunités.
Riassunto
Il concetto di semplessità, così come presentato da Alain Berthoz, sembra fondarsi sull’assunto che le soluzioni elaborate dagli organismi viventi per decifrare e fronteggiare la complessità possano essere considerate valide ed applicabili, per estensione, all’intera classe dei sistemi complessi adattivi. In ambito pedagogico e didattico la proposta del fisiologo francese assume i connotati di una traiettoria di ricerca scientifica orientata alla risoluzione della tensione tra teoria e prassi, modalità descrittive ed esigenze prassiche. La semplessità pertanto sembra potersi configurare come una strategia operativa fondata sull’identificazione di principi regolatori dell’azione didattica attraverso l’individuazione di pattern di funzionamento che consentano di decifrare una complessità formativa fronteggiabile in termini di elaborazione e decisione tra opportunità alternative.
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Maurizio Sibilio, born in 1960, is Full Professor and Deputy Rector for Training in Education and Inclusion at the University of Salerno, Italy. He is Vice President of the Italian Society of Pedagogy. His scientific research domain focuses on the educational potential of body experiences and the analysis of teaching-learning processes. His latest publications include: Sibilio (Maurizio), La didattica semplessa, Napoli, Liguori, 2013; La simplexité en didactique, in Petit (Jean-Luc) and Berthoz (Alain) (eds.), Complexité-Simplexité, Paris, Collège de France, 2014. Website: http://www.unisa.it/docenti/mauriziosibilio/en/index.
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Sibilio, M. Simplex didactics: A non-linear trajectory for research in education. Rev synth 136, 477–493 (2015). https://doi.org/10.1007/s11873-015-0284-4
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DOI: https://doi.org/10.1007/s11873-015-0284-4