ABSTRACT
From an educational perspective, the complex way of thinking calls for a method of learning which involves human error and uncertainty. At the core of Edgar Morin's paradigm of complexity is a challenge to what he identified as "the paradigm of simplification" whereby science privileges unidimensionality, abstraction, and decontextualization. Both William Doll and Morin dedicated the decades of their long professional lives to searching how to expand and enrich the human mind and life through education, but an education which relentlessly challenges the rigid, linear, deterministic traditional approaches. Although Doll affirmed that he "would not claim a cause-effect relation between studying complexity theory and teaching for 'that yet-tobe-seen'", he nevertheless recognized that "the study of complexity has opened eyes to that which did not see before". Morin also questioned the ways that knowledge and education were traditionally conceived. He developed his reflection on the paradigmatic level, and challenged what he called the "paradigm of simplification" with the paradigm of complexity.
