Blog Marcos L. Mucheroni Filosofia, Noosfera e cibercultura

Continuing to read “A well-made head” Edgar Morin, in Chapter 5 – Learning to live, the author highlights the outset that most of the twentieth century knowledge contribution was precisely know the limits of knowledge.
After creating a “Viaticum” to face the uncertainties, nothing more appropriate for today’s world, where it say that the strategy brings with it the consciousness of uncertainty that will face and, therefore, contains a bet (p.62) and closes the chapter leading to think that each one should be fully aware that his own life is an adventure, even when even having some alleged security, should be fully aware of participating in human adventure, which launched the unknown in speed , from now on, accelerated (p.63) and from there proposes citizenship.
In Chapter 6, “citizen learning” he proposes that education contributes to the individual’s self-(learning how to accept the human condition, how to live) and teach how to become a citizen, who is also looking for the democracy of the future.
The citizen is defined, in a democracy, in solidarity and responsibility towards their homeland (p.65) and presents a major difficulty in thinking the nation state lies in its complex character, for he is both territorial, political , cultural, mystical, religious (p.66), will now recognize this?
For there is a strong correlation between development of our consciousness and awareness that inhabit our earthly homeland, which is to look across the globe.
In chapter 7, he questions the famous “three degrees” of education, goes on to describe called the primary, where the first questions should be asked, already in secondary education deepen them for that university education is mature.
So the purpose of the “well-made head” is to benefit a program with a question that part of being human, that is would be through the questions of the human being, which finds its dual nature: the biological and cultural (p.75) .
It is therefore necessary to understand the mutual causality interrelated circular causality (retroactive, recursive) and the uncertainties of causality. Thus, training will be an awareness able to face complexities (p.76-77).
In Chapter 8, “the thought reform” Edgar Mohin takes over the second and third principles of the Discourse on Method governing the scientific consciousness. The second principle is taken as the principle of separation; and the third as the principle of reduction (p.87).
. The thought that unites replace the linear and unidirectional causality for causality in a circle and multi-referential; correcting the classical logic by dialogue able to design complementary notions and even antagonists, and complement the knowledge integration of parts into a whole, the recognition of the integration of the whole inside of the parties (p.92-93).
In chapter 9 “Beyond contradictions” Morin shows in the problems of education nowadays. These problems, according to the author tend to be reduced to quantitative terms: “more loans”, “more teachings”, “loose coupling”, “less programmed materials” … out of this reforminhas to further camouflage the need for reform of thought (p.99).
Morin reinforces the thesis that has been discussed throughout the book: one can not reform the institution without providing for the reform of the minds, but if you can not reform the minds without prior reform of the institutions (p.99).
Good reading “The head well-done.