Ecosophy, decoloniality, and complexity

what transcendences do they hold in education today

Abstract

The objective of the investigation is based on the triad of ecosophy-decoloniality-complexity and its transcendence in education today. This construction is carried out through the transmethod of comprehensive, ecosophic, and diatopic hermeneutics, moving through analytical-empirical and propositional phases. After consulting various works by authors with strong liberatory training, we contrast their contributions with the authors' experiences. Teaching must avoid simplification and embrace the complexity of learning, respecting differences and promoting dialogical and dialectical thinking. In the propositional phase, the triad of ecosophy-decoloniality-complexity as transcendence in education includes: teaching the art of living; teaching understanding; teaching rationality; inclusive teaching of those invisibilized by modernity, from the global south; and teaching the concordance of supposed opposites. The importance of educating from cultural diversity is emphasized, rescuing ancestral knowledge and overcoming the coloniality of knowledge. The critique focuses on the need for educational reform that enables liberation and a broader understanding of humanity and the planet through ecosophic and diatopic hermeneutics.