Operators of complex thinking and necessary knowledge in the disciplinary discourses of forestry students

Abstract

PROBLEM: The lack of information and application of complex thinking operators and necessary knowledge in the disciplinary discourses of forestry students at the National University of Forestry Sciences (UNACIFOR) of the Republic of Honduras. OBJECTIVE: The presence of complex thinking in the disciplinary discourses of students was explored, since traditionally there is a predominantly positive thinking that fragments and linearizes the articulated and complex understanding of knowledge. METHOD: Relational, complexifying or transmethodological research is adopted as a methodology, transdisciplinary understanding and investigative rhizome as a transmethod, while in-depth interviews were implemented as a technique. RESULTS: The findings account for the manifestations of the systemic-organizational, retroactive and dialogical principles as the predominant operators of complex thinking; while, as knowledge: human condition, understanding, uncertainty and ethics of the human gender in the disciplinary discourse of students. CONCLUSION: It is concluded that three operators and four knowledge demonstrate the presence of complex thinking, and the need to create didactic strategies to help raise awareness of the involvement of the necessary operators and knowledge in the training process.