To face the education of the future, it must focus on the human condition; However, society is made up of different cultures and customs, in this diversity it is necessary to understand that we are all human and that together we can build the education of the future by recognizing the human condition.
In this sense, rooting and uprooting reveals to us that we are inside and outside of nature affected by the cosmic condition, inasmuch as we have abandoned order, the perfect for disorder, entropy. There are the challenges of complexity that we must face together.
In our terrestrial condition we are both cosmic and terrestrial beings as living beings, we depend on the terrestrial biosphere and we recognize our physical and biological terrestrial identity. But due to our humanity itself, to our culture, our mind, our conscience we have become strangers, we move away from each other, but we understand that all truly human development means joint development of individual autonomies, community participation and the sense of belonging to the human species. The education of the future must ensure the idea of the unity of the human species without erasing diversity. Diversity is not only in biological, sociological and cultural traits. There is a properly Psychic, affective and intellectual diversity.
In the individual field there is a unity in genetic diversity. In the social field there is unity in the diversity of languages and of organizations. In cultural diversity there are plurality of individuals, but culture does not exist except through the same cultures. Techniques can improve from one culture to another such as the wheel, the team, the compass, the printing press as well as religious beliefs, so ideas that are born in a culture can be universalized.
In the 21st century, the unilateral vision that defines the human being by rationality (HOMO SAPIENS), technique (HOMO FABER), utilitarian activities (HOMO ECONOMICUS), compulsory needs (HOMO PROSAICUS) should be abandoned. The human being is complex and carries in himself in a bipolarized way the antagonistic characters:
- Sapiens and demens / (Rational and delusional) Faber and ludens / (Worker and playful) Empiricus and imaginarius / (Empirical and imaginer) Economicus and consumans / (Economic and dilapilator) Prosaicus and poeticus / (Prosaic and poetic)
The man of rationality is also the man of affectivity, myth and delirium (DEMENS). The man of work is also the man of the game (LIDENS). The empirical man is also an imaginary man (IMAGINARIUS). The man in the economy is also a consumer (CONSUMANS). The prosaic man is also that of poetry, that is, of fervor, of participation, of love, of ecstasy. Love is poetry. A nascent love floods the world with poetry, a love that lasts irrigates life with poetry, the end of a love returns us to prose.
We are childish, neurotic, delusional beings while also being rational. All this constitutes the HOMO COMPLEXUS itself. That is, the progress of complexity has been made both with and because of human folly. Genius emerges in the gap of the uncontrollable, just where madness prowls. Creation arises in the union between the dark psycho-affective depths and the living flame of consciousness.
Consequently, the education of the future must also show the multiple facets of the human. The destiny of the human species, the individual destiny, the social destiny, the historical destiny, all destinies united, intertwined and inseparable. Thus the essential vocation of the education of the future must be the examination and study of human complexity.
Thought: "The understanding of the human condition and its complexity will allow the education of the future within the revolution of thought in the teaching-learning process."
