Abstract:

The "complex thinking" is located within the epistemological debate that denies the separation between hard and soft sciences, which raises the need to articulate knowledge and ethics, which considers reductionist thinking, , which proposed a paradigm that can distinguish without dismantling to distinguish, identify and associate without reducing, as opposed to the principles of rule of disjunction and reduction that has prevailed since the seventeenth century, and it calls the "paradigm of simplification" which certainly has allowed the progress of scientific knowledge held the twentieth century, but through the tissue fragments hyper complex realities
Based on the above, this paper aims to determine how a graduate student in economic and administrative sciences at National Autonomous University of México (UNAM) perceive that their teachers are including their program contents The seven complex lesson: detecting error and illusion, the principles of pertinent knowledge, teaching the human condition, earth identity, confronting uncertainties, teaching understanding of each other, ethics for the humane genre of mankind.
Also, a validated instrument was designed through a Cronbach´s Alpha which makes measurement scales are reliable variables taking a simple 384 students from a population of 1500 enrolled in graduate student economic and administrative sciences in UNAM, applied a simple random sampling for a finite population at confidence level of 95% and with error probability of .05. . Similarly we measured the relationship between the seven complex lessons of Edgar Morin and the four pillars of education proposed by United Nations Organization for Education Science and Culture (UNESCO).

Keywords:

Education, complexity, teaching, learning, knowledge.