The complexity of the
educational process can be noticed in the facts and in the acts that make
reality become plural and multiform and represents different contexts,
experiences, stories, reflections, subjectivity and objectivity, universality
and particularity. These aspects have to be understood as difficult and complex
issues that characterize the present and that influence the education and the
production of its models from the history of ideas, institutions and human
needs. Because of this reason, the educational model derives from the way of
thinking the education in time, with its characteristics and peculiarities.
There is an absolute necessity of a global, holistic, ecological approach to
the uniqueness of the person in order to value its complexity (Titone, 1981;
Ortega, 1992; Bateson, 1977) that will also guide the curricolo.