Hurled into hypercomplexity, we are facing a complex process of anthropological transformation, of a shift in paradigms, models and codes, other than an irreversible synthesis of new value systems and criteria for judgment. Our extraordinary scientific discoveries and technological innovations not only open dizzily onto as yet unimaginable horizons and scenarios, but show, ever more clearly, the urgency of radically rethinking education, teaching and training, and of a systemic approach to complexity, which in the meantime has become hypercomplexity, underlining the substantial inadequacy of our schools and universities in dealing with this hypercomplexity, in dealing with the indeterminateness and ambivalence of the ongoing metamorphosis, in dealing with the global extension of all political, social and cultural processes. The conceptual framework of this paper, therefore, has the following objectives: a) to provide a functional definition of complexity and hypercomplexity and of our limits in understanding them; b) to highlight the urgency of a systemic approach to complexity and of rethinking education and training beyond «false dichotomies» (education determines new asymmetries and inequalities, which in turn influence educational policies). The social and cultural innovation belongs to those who will succeed in healing the fracture between the human and the technological, to those who will succeed in redefining and rethinking the complex relationships between the natural and the artificial, to those who will manage to bring knowledge and skills together (not to separate them), to those who will, furthermore, know how to unite and merge the two cultures (scientific and humanistic), both in terms of education and formative training and in defining profiles and professional competences.

中文翻译：

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进行包容性创新。治愈超复杂社会中人与技术之间的断裂

陷入高度复杂性，我们面临着人类学转变的复杂过程，范式，模型和代码的转变，而不是不可逆转的新价值体系和判断标准的综合。我们非凡的科学发现和技术创新不仅令人眼花open乱地打开了尚未想象的视野和场景，而且更加清楚地表明了从根本上重新考虑教育，教学和培训以及系统性地处理复杂性的紧迫性，而与此同时，变得高度复杂，这说明我们的学校和大学在处理这种高度复杂性，处理正在进行的变态的不确定性和矛盾性，处理所有政治，社会和文化进程的全球扩展方面存在严重不足。因此，本文的概念框架具有以下目标：a）提供复杂性和超复杂性的功能定义，以及我们对它们的了解的极限；b）强调迫切需要采取系统的方法解决复杂性问题，并重新思考“假二分法”之外的教育和培训（教育确定了新的不对称和不平等现象，这反过来又影响了教育政策）。社会和文化创新属于那些能够成功治愈人类与技术之间的断裂的人，属于那些能够成功地重新定义和重新思考自然与人工之间复杂关系的人们，属于那些能够带来知识和创新的人们。在一起的技能（而不是将它们分开），对于那些愿意