Ethics, Aesthetics, and Politics of Complexity for Schools: Teaching Social Skills in Early Childhood Education
Abstract
This work is presenting an analysis of the teaching situation in early childhood education to know if the school responds to the demands and needs of the digital age. From the perspective of complex thought, the role attributed to childhood in society and culture is analyzed, and the urgency of attributing to children the right to exercise citizenship as citizens of the present, assuming a positioning from which it is understood that they are creators of culture. This analysis is carried out from the three dimensions of complexity: ethics, aesthetics and politics, in relation to children and their education in social skills and civic responsibility from a critical position. The results show us that the condition of the human being supposes living with errors and uncertainties, with chance and paradoxes, all these elements of complexity, which opens the question: why school has become a space isolated from everyday life and inert of spontaneity? Therefore, the importance of creating proposals that address the complexity of teaching social competencies to live and develop autonomously in a complex culture and reality is emphasized.
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