Transcomplejity: Imaginaries and Investigative Realities
The investigative reality has empirical and epistemic configurations
resulting from the multiple ways of being perceived, interpreted, understood or
measured. There are as many truths as there are people in the world; Some
conceptions are shared by a community, others rejected. However, in the
philosophical journey of knowledge towards transcomplexity, collective
imaginaries emerge that reproduce paradigms that alter the ontological,
axiological and teleological conditions, among others; from the evaluative
perspectives of the phenomena studied.
The need to transcend the epochal, disciplinary and paradigmatic limits,
leads to reflect on the research praxis of education, in which (a) an objective
reality that is perceived in a subjective way coexist, (b) experiential knowledge
before formal knowledge, (c) the dialogic from a measurable conscience of a
logic that must attend to the ideographic perspectives of the socio-educational
culture and values in a global world; to point out some concerns, which require
the social researcher to go further, to raise the reasonable doubt of whether we
are transiting the scenarios of transcomplexity?
The scientific articles presented at the Instituto Internacional de
Investigación y Desarrollo Tecnológico Educativo INDTEC, for example,
represent intellectual productions generated by research from diverse
epistemic and methodological configurations; and even some have
transdisciplinary approaches. Schavino and Villegas (2010): explain that "it is
inspired by the multidimensionality of knowledge, plurality and interaction that
emerge from teamwork and transdisciplinary meeting" (p.5). This recognition
of the existence of the everyday and the imaginary in the educational reality,
opens the possibilities to a migratory interconnection of knowledge, without
trying to displace one for another.
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