Brief cartography of an epistemic dissonance: education, complexity and reform

Abstract

Some of the ideas developed in this paper are related to the different fields associated to epistemology, cognitive and educational sciences, all of them observed from a complex perspective. In this context, the notion of epistemic dissonance refers to a critical interpretation of some of the paradigmatic axioms which underlie and legitimize, through their different levels and dimensions, the developmental models in contemporary education.