Learning together to live and explore complexity. new pedagogical frameworks

Abstract

This paper presents an analysis and diagnosis of the global characteristics and educational challenges that this pandemic year has highlighted as pending tasks for our educational system. Learning to live in uncertainty, cultivating wisdom, promoting care and cooperation, fostering ecological awareness with an economic model at the service of life, and understanding, questioning and educationally integrating powerful virtual scenarios and controversial digital tools, are for us, the unavoidable and urgent challenges that we must address, in order to learn together to live and explore complexity. Responding appropriately to these challenges requires a fi rm commitment, at school and university, to new pedagogical frameworks of understanding and action that incorporate more active, refl ective, cooperative, personalised, creative and hybrid participation and intervention. In short, we need to incorporate ways of teaching and assessing that enable each learner to build and rebuild their own life and professional project in cooperation and autonomy. The Lesson Study, as a cooperative action research strategy focused on the improvement of teaching from the students' perspective and the initial and ongoing professional development of teachers, can be considered a valuable pedagogical strategy for this purpose.