DOI
ISBN 978-88-917-8859-7

Summary
Hurled into hypercomplexity, we are facing a complex process of anthropological transformation (1990), of a shift in paradigms, models and codes, other than an irreversible synthesis of new value systems and criteria for judgment. Our extraordinary scientific discoveries and technological innovations not only open dizzily onto as yet unimaginable horizons and scenarios, but show, ever more clearly, the urgency of radically rethinking education, teaching and training, underlining the substantial inadequacy of our schools and universities in dealing with this hypercomplexity, in dealing with the indeterminateness and ambivalence of the ongoing metamorphosis, in dealing with the global extension of all political, social and cultural processes.

Relevance for Complex Systems Knowledge
A hypercomplexity that is – it should again be made clear – a cognitive, social, subjective and ethical hypercomplexity that touches every aspect of life and of praxes, and which consequently requires us to rethink our categories, our education, our “forms” of citizenship. As I have written recently and also in the past (long before it came into vogue): technology has come to participate in the synthesis of new values and of new evaluation criteria (1996), bringing out, even more clearly, the centrality and the strategic function of cultural evolution, which is unrolling alongside biological evolution, deeply conditioning it and determining dynamics and retroactive processes (such as, for instance, the technological progress linked to artificial intelligence, robotics, IT, nanotechnologies, genomics, etc.).

Point of Strength
Systems-thinking and systemic approach to complexity. The importance of a "culture of error"(1996)