Complessità, pedagogia e i rischi di riduzionismo

Pedagogic epistemology is a topical issue. It is often difficult for pedagogy to understand the increasing complexity of human and social reality in order to provide new educational solutions. This article considers the possible epistemological openings of current pedagogy, after an overview of the principal phases of the scientific debate of the last sixty decades. This science, which is defined “plural”, “hybrid”, “flexible” and “dynamic”, is able to cover other subject areas full of suggestions and theoretic insights to reconsider its epistemic structure, starting from principles, categories, logical premises and models. Pedagogy must always avoid the risk of reductionisms and rationalisations.