The complex organizational potential of encounters. Notes for a complex epistemological, ethical, and pedagogical reflection

Abstract

Traditional forms of conceiving social reality usually dissolve articulations, unions, encounters, solidarities, implications, imbrications, interdependencies and, of course, complexities. This stems from a series of postulates or principles that guide the paradigm of simplicity and make it possible to explain phenomena based on simple, exogenous, predictable, and prescribable causalities. It is therefore necessary to move towards a new culture or paradigm that allows conceiving reality in its dynamics, multidimensionality, and complexity. A way of thinking that accepts the challenge of revealing interrelations and interdependencies. Based on this perspective, encounters may be understood as environment and dynamics, as disposition or potentialities, as a source of complexity and information, it is, a fundamental component of pedagogy. This text offers some clues to discover, observe, and conceptualize encounters, as an ecological niche in which the educative action originates, develops or completes. It allows identifying multiple characteristics, dimensions, properties, and conditions that originate in such action.