In the last decade studies on the notion of complex thinking have proliferated and there are several authors who propose the need of promoting it through educational systems; However, there is a lack of operational conceptualization allowing the development of instruments, tasks or evaluation systems for observation or measurement, especially from the conceptual perspectives developed by Edgar Morin and Mathew Lipman, considered the most relevant and referenced notions in the educational field. In this sense, this study aims to develop a conceptual model with the operational definitions of skills and/or cognitive processes of complex thinking. To accomplish this, the main proposed conceptualizations and the approach to their processes from the cognitive sciences were reviewed. Therefore, a new conceptualization for complex thinking is proposed through a process of synthesis and conjugation of different conceptual perspectives.

在过去的十年中，关于复杂思维概念的研究激增，有几位作者提出需要通过教育系统来促进它的发展。但是，缺乏可操作的概念化，因此无法开发用于观察或测量的仪器，任务或评估系统，特别是从埃德加·莫林和马修·利普曼（Edgar Morin）和马修·利普曼（Mathew Liplipman）提出的概念角度出发，这些概念被认为是教育领域中最相关和参考的概念。从这个意义上讲，本研究旨在开发一种概念模型，其中包含技能和/或复杂思维的认知过程的操作定义。为此，对主要提出的概念化及其从认知科学到其过程的方法进行了回顾。因此，