Edgar Morin's Views on Complex Thinking and Some Relations to Current Vietnamese Education

As Vietnam advances its educational reform agenda in response to the demands of the 21st century, there is an urgent need to revisit the epistemological foundations that underpin current pedagogical models. This article examines the core principles of Edgar Morin’s theory of complex thinking and explores their relevance and applicability to contemporary Vietnamese education. Complex thinking, grounded in interconnection, uncertainty, dialogic reasoning, and ethical engagement, provides a powerful critique of the fragmented, exam-oriented, and discipline-bound structures that continue to characterize Vietnam’s educational system. The study analyzes key components of Morin’s epistemology—including interdisciplinarity, the hologrammatic and recursive principles, and planetary education—and links them to national efforts such as the 2018 General Education Program, STEM and project-based learning initiatives, and UNESCO-affiliated reforms. Drawing from policy analysis and illustrative case studies, the article argues for a systemic reconfiguration of curriculum, pedagogy, and teacher development in alignment with Morin’s vision. Barriers such as institutional inertia and high-stakes testing are also discussed. The study concludes with specific recommendations and identifies future research directions to support the integration of complex thinking into Vietnamese educational practice.