From objects to processes; non-linear didactics approach across the disciplines

With the advent of the so-calledscience of complexitya newthinking reasoningoriginated, which places the dimensions oflogicandtimeat the centre ofphilosophical and speculativeinterests.Prigogine, in explaining his theory, wanted to demonstrate that life is defined withina recursive cycle ascreation of new, asinvention.We have before us acreator timewhich requires its own particular logic:the logic of non-linearity.In this view,contemporary scientific rationalityis areasoningin which universalizing principles do not exist, neither aglobality of basicconceptsexists, nor auniversality of methodsapplicable to all fields of knowledge.From this context and on these theoretical bases arises the need to think up new ways of interpretingdidacticsand the dynamics whichcharacterize teaching theory, along with the necessity to re-qualify the cognitive and structural background on which to base a newteachingprofessionalism.A new element is the reconsideration of the distinction betweenobjectiveandsubjective, between that which belongs to the subject and thatwhich belongs to the object.The pillar of this conception is found in the passage fromintellectual abilitytocognitive strategies. In brief, while intellectual abilities arelearned in situations of objectivization of the teaching-learning processes and are translated into objectively verifiable applications, the possibilityof learningcognitive strategiesis linked to a nonlinear logic.These are taught through nonlinear didactics (designed to favour autoreferentiality) in a field of subjectivization of educative processes