The complexity of the educational system is evidence of the urgent need for a social policy that contributes to the interaction between social change and educational change through reforms in the institutions of knowledge.
That is why educational planning is configured towards that priority since we live in a present where society and the economic system are increasingly interconnected, outlining and defining the so-called globalization process, but just as we have an obviously changing present, chaotic and complex we have an educational pattern that has its roots in a past that has exhausted its efficiency.
For this reason, planning for education is a challenge today that will lead the future society mentioned by Sakaiya in firm steps, to understand that paradigms change towards a society where knowledge is and will be the pillar of human dynamics.
In the educational field, an analogy can be established with Capra's systemic thinking, since current education is a factor in the development of a society, a system, and therefore directly affects culture, economy, political decisions, technology, among others. Thus, it creates a kind of network that is implicit within other networks, forming part of what this author defines as “the web of life”.
In this sense, planning to transform rather than reform education must be based precisely on approaching it as an indispensable process that will be decisive in the direction that humanity will take. For this, it is essential that the educational system is not treated as an isolated, fragmented event but as a whole that interacts with other holos.
The analysis of the relationship and interaction between education and society that Ander-Egg points out is essential for a minimum understanding of the requirements that our current educational system requires to be here and now, in connection with the future that is already visualized and it defines.
This author points out that education is more than a pedagogical issue, it is a political issue, and that perhaps one of the weaknesses is that the changes that are introduced in the formal educational system always respond to an underlying political and ideological conception.
What is serious about this affirmation is not only the fact that political interests disturb the cultural, moral and ethical direction that education should sustain, but also that many times those who direct the States do not have an open mind towards the complex understanding of the world as Morin refers to it.
If politics is used as a means to define the direction of education, it may not always guarantee the effectiveness of the results, since if said policies or ideologies are not in harmony with the reality of the context, society will be deprived of its individuality, its rights and their space-time.
Precisely, one of the problems that education suffers from is not recognizing the kairological condition of man and as such of education in each stage, but not stages that are divided but each stage of man's life that is part of his yesterday, of his present and his tomorrow; the hological condition of education is an important part of what must be rescued to educate people who are integral within themselves, in their relationship with the family, with society, with systems and with contexts.
The illusions that hurt the educational system and that Ander-Egg refers well are paradigms and conceptions that must be overcome, planning should not focus on the idea of trying to transform society through proposals or policies isolated from each other. As the author expresses it, there is a social and human harm to try to transform education only with the increase of economic and material resources -economic illusion-, only with political decisions -political illusion-, only with the technologicalization and rationalization of the system. educational and with the introduction of pedagogical models –pedagogical illusion-, only with legal reforms that often make the educational and social process more rigid and inefficient.
NO! quite the opposite. The pretending and waiting for effects that mark the cultural transformation with this type of isolated ideas is what has subdued and slowed down the educational and social evolutionary process. The integration of all these factors is undoubtedly essential, but they are not entirely decisive.
What will truly transform our society and our cultural systems is the possibility of allowing each human being to be worthy of their rights, since from there the individual acts in their environment and participates in their context. But without a doubt, the subhuman conditions in which most of the world's population lives have caused each individual to die inside, and not express that living being that is inside, the ultimate goal of education if its etymological root is alluded to. educere.
The challenges? They are many! But change begins when each person discovers the inner and outer world, and the role it plays in the dynamics of life.
