From complexity to neutrosophy: a pedagogical proposal from n-alectics and the Latin American worldview

Abstract

Introduction: This article examines the limitations of Edgar Morin's complexity theory in pedagogy, highlighting its abstract nature, its grounding in binary dialectical logic, and its universalism, which hinders its application in specific contexts such as Latin America. Materials and methods: As a proposed solution, an integrative theoretical framework is articulated based on a critical analysis of literature, comparing the foundations of Morin's complexity theory with Florentin Smarandache's neutrosophy and n-alectics, and engaging with concepts from Latin American philosophy and worldview (such as decolonial thought, Buen Vivir, and critical interculturality). Results: The comparative analysis reveals that neutrosophical logic (which operates with the components Truth, Indeterminacy, and Falsity) and its n-alectic derivation (which analyzes the dynamics between an entity, its opposite, and its neutral) offer a more robust conceptual framework. This framework, in dialogue with Latin American thought, allows for managing the uncertainty, contradiction, and neutrality inherent in educational processes. Discussion: Concrete pedagogical proposals are outlined for an n-alectic curriculum design, a teaching practice based on intercultural mediation, and a neutrosophic assessment, including the methodology of Neutrosophic Comparative Qualitative Analysis (nQCA) and the use of structured prompts for Language Models (LLMs) that foster non-binary thinking. Conclusions: This establishes a Latin American neutrosophic pedagogy that is epistemologically plural, politically decolonial, and ethically relational, overcoming the aporias of Morin's complexity theory and presenting itself as a transformative tool for forming subjects capable of inhabiting an uncertain and plural world.