Critical dialogues in complex systems. Epistemic-educational redefinition from philosophical didactics

Abstract

This article proposes a radical redefinition of education through Philosophical Didactics, challenging Cartesian and colonial paradigms that fragment knowledge. Confronting instrumental rationality and necropolitics — which mark certain bodies and knowledges as disposable— it articulates a decolonizing pedagogy that reclaims marginalized epistemologies (such as the Andean sumak kawsay or African Ubuntu), destabilizing modern individualism and advocating an ethics of interdependence. Methodologically grounded in philosophical hermeneutics, the theoretical framework integrates Morin (complexity as dialogue of irreducible tensions), Freire (education as a political act of liberation), and De Sousa Santos (ecology of knowledges) to transcend educational homogenization. Philosophical Didactics emerges as a praxis of the impossible: a hermeneutic art that inhabits chaos, challenges epistemic hierarchies, and coconstructs knowledge from the margins. By merging critique and hope, the text redefines education as a metabolic act that sows alternative futures —a ritual of resistance where the classroom becomes a space for cognitive justice, biocultural reciprocity, and the memory of the excluded. Thus, it transcends enlightened neutrality to become an ethical ferment of possible worlds.