The New Mexican School in the face of knowledge fragmentation: contributions from Edgar Morin's Complex Thought

Abstract

Knowledge fragmentation is a central issue in contemporary education, as it limits the comprehensive understanding of reality and reproduces disconnected pedagogical practices. In Mexico, this problem has been reinforced by disciplinary-based educational models. In response, the Nueva Escuela Mexicana (NEM) proposes an integrative approach based on formative fields, dialogue of knowledge, and situated learning. At the same time, Edgar Morin’s complex thinking provides an epistemological framework that challenges reductionist logic and promotes a systemic understanding of knowledge. This essay analyzes the relationship between both perspectives. It argues that complex thinking strengthens the integrative vision of NEM; however, its implementation faces structural, pedagogical, and training challenges that hinder its application in teaching practice.