ABSTRACT

Stemming from the premise that no single solution can be adequate to deal with today’s intricate school contexts and that this complexity cannot be overcome, the teachers’ pivotal role in guaranteeing quality inclusive education has been extensively acknowledged. As a result, literature on teacher competency profiles has flourished in recent years. Yet, there is still much debate as to which set of competences teachers should possess in order to feel well-equipped to act professionally and effectively. From a neuro-physiological perspective, Berthoz’s theory of simplexity provides innovative insight on how Complex Adaptive Systems thrive by harmoniously putting into action an ensemble of biological devices that appeared in the course of evolution. Following its application to better comprehend teacher agency and action, this theory has been experimented in teacher education programmes at the University of Salerno. The aim was to raise awareness among teachers about their inner resources and identify ways how they can make use of these simplex properties and principles to face their day-to-day challenges. The article outlines the theory and provides concrete examples of its multi-faceted potential and possible application in different education systems and cultural contexts.

摘要

基于没有任何单一的解决方案足以应对当今错综复杂的学校环境并且这种复杂性无法克服的前提，教师在保证优质全纳教育中的关键作用得到了广泛的认可。因此，近年来有关教师能力概况的文献蓬勃发展。然而，关于教师应该具备哪些能力才能感到自己有能力专业、有效地行事，仍然存在很多争论。从神经生理学的角度来看，贝尔托兹的简单性理论提供了关于复杂自适应系统如何通过和谐地将进化过程中出现的生物装置整体付诸行动而蓬勃发展的创新见解。通过应用它可以更好地理解教师的能动性和行动，该理论已在萨勒诺大学的教师教育项目中进行了实验。目的是提高教师对其内在资源的认识，并确定如何利用这些单纯形属性和原则来应对日常挑战。本文概述了该理论，并提供了其多方面潜力以及在不同教育体系和文化背景下可能应用的具体例子。