La teoria della semplessità come prospettiva non lineare delle Didattiche disciplinari

The relationship between general didactics and the plurality of disciplinary didactics is a vexed question that, for decades, has generated interest in European educational research giving rise to different positions. In Italy, two main schools of thought prevail.On the one hand, there are the supporters of general didactics, which can be defined as a science able to identify appropriate strategies and methodologies to ensure that all students acquire the necessary skills and expertise to master different types of knowledge. On the other hand, supporters of disciplinary didactics sustain that there can be no teaching without “something” to teach, thus concentrating on how to teach the subject content. In this epistemological controversy,what emerges is the need for an interaction between the "general pole" and the "disciplinary pole" with the aim of putting into action an effective teaching-learning process. Taking into account the learners’ needs and adapting to the context in which they work in, teachers must transpose didactically a certain knowledge on the basis of content and the methodological foundations of the subject being taught. The pedagogical-didactic key allows to overcome those viewpoints and behaviours which tend to be transmissive and routine-based by focusing the attention on the pedagogical intention which precedes the actual action of teaching. This is essential to respond to the learners’ educational needs and paves the way for the planning of school curricula and extracurricular activities. On the basis of these considerations, the present work is aimed at identifying a possible link between general didactics and disciplinary didactics in Alain Berthoz’s theory of simplexity. In fact, it is argued that this theorymay constitute the theoretical and methodological framework of reference for disciplinary didactics as well as a useful operational guide for the teachers who, through the application of regulatory principles in teaching, there is more openness to experimentation and innovation, taking detoursto move away from stereotyped actions and deconstructingthe scenarios and situations that arise. [edited by Author]