MELTING DOWN IDENTITY: TOWARDS A PEDAGOGY OF COMPLEXITY

Abstract

This article presents a proposal to change some key methodological concepts and on introducing early a blurring of identities and situational analysis in multi stakeholder’s context where change is necessary, either through innovation or regeneration. Through experience such as the co-design of the table game "Le Grand Jeu" and activities at the site-specific art projects of the Trasformatorio Lab, the paper illustrates how art-driven innovation can foster a trans disciplinary learning community that embraces complexity. The scope of the paper is to hint and guide to a communitarian mindset that is complexity-positive, aware and fearless about unpredictable and erratic behaviour of real complex systems and welcoming instruments of societal and technical use to ride the wave of chaos positively. "Le Grand Jeu", an open ever-changing table game developed and its philosophical assumptions in mind, serves as a platform for exploring the techno-political, societal and knowledge-based elements of the new pedagogy. These elements include consensus, learning by doing, simulation, stack and flow, distributed ledger technology, basic income, or other component that support the design of a sustainable development within a role-playing framework. The act of promoting experiential learning and horizontal knowledge points to a pedagogy of complexity. In the end we show how the formulation of human-centric innovation becomes clearer if it is not inserted in a limited problem solution framework but inserted in a well-defined dynamic of change of narrative for well-constraint situation. The paper concludes by emphasizing the intersection of identity and process in redefining pedagogical discourse and design practices