Algoretics and digital fragility: the new challenges of pedagogical epistemology for contemporary education

Today there is no relational, physical, social and economic/digital phenomenon that manages to escape from algorithmic modeling: this pervasiveness of algorithms shapes and deconstructs economic and social relationships. The question is very serious and deserves a continuous pedagogical study: it is undeniable how much of the digital world, which molds and stages our life, and to which we dedicate a large part of our time, operates on the basis of algorithms. As educators we need to investigate the person-algorithm dynamic in our social coexistence because for digital natives the emotional consequences can be serious and destabilizing. The article explores the theoretical-practical implications of the pervasiveness of the algorithm by following the epistemic trajectories of complexity and favoring the structure of the pedagogy of connections.