Divergent didactics in the age of complexity. The categorical architecture of knowledge’s overcoming

Our post-modern society is full of opportunities, environments, processes and very articulate subsystems that make it complex. Complexity is always growing because of the development of technology, which produces a series of subsystems, which articulate people. The development, with the progress, has characterized the historical period of modernity. In this stage, it prevails the idea that education and training can solve all the problems of society. In post-modernity age there is, instead, the primacy of complexity and, therefore, of global market. This phenomenon has implications in terms of educational culture. In this complex society, the educational agencies (family, school) are in difficulty, because there is a social condition where there are many educational proposals. To answer to the needs expressed by this type of society there must be no reference to the curricula focused primarily on the disciplines, but it is necessary to refer to Morin’s "thought that interconnects", which involves new ways of learning. The “knowledge should prefer processes of integration and contamination, bypassing the traditional distinction between content and methods, and these processes should be marked by multidimensional prospects and by reticular logics.”