With the advent of the so-called science of complexity a new thinking reasoning originated, which places the dimensions of logic and time at the centre of philosophical and speculative interests. Prigogine, in explaining his theory, wanted to demonstrate that life is defined within a recursive cycle as creation of new, as invention. We have before us a creator time which requires its own particular logic: the logic of non-linearity. In this view, contemporary scientific rationality is a reasoning in which universalizing principles do not exist, neither a globality of basic concepts exists, nor a universality of methods applicable to all fields of knowledge. From this context and on these theoretical bases arises the need to think up new ways of interpreting didactics and the dynamics which characterize teaching theory, along with the necessity to re-qualify the cognitive and structural background on which to base a new teaching professionalism. A new element is the reconsideration of the distinction between objective and subjective, between that which belongs to the subject and that which belongs to the object. The pillar of this conception is found in the passage from intellectual ability to cognitive strategies. In brief, while intellectual abilities are learned in situations of objectivization of the teaching-learning processes and are translated into objectively verifiable applications, the possibility of learning cognitive strategies is linked to a nonlinear logic. These are taught through nonlinear didactics (designed to favour autoreferentiality) in a field of subjectivization of educative processes.
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