Can ?assumed? knowledges exist in a changing society? This article will move from Margaret Mead's thought to explore the opportunity of an ecological approach to all evolutive systems, that is single, social, or relating to context systems. Although this approach, called ?ecology of relations? or ?social ecology,? moves from classical development models it is open to new ?developments? perspective and to co-evolutive perspective to cooperation. The article will focus on relation networks, especially cultural and educational networks, which characterize co-adaptive relation (...) between living systems (but also ?co-living? meant as ?living with the others? systems) and living contexts in which everyone is, at the same time, both an ?in development? system (that involves individual processes) and an ?of development? system (that involves interpersonal processes). (shrink)

(1993). Evolutionary competence in the postmodern family: An idealized design approach. World Futures: Vol. 36, Evolutionary Consciousness, pp. 81-105.

The doctoral dissertation is defined as an original contribution to a field. By definition, this makes the dissertation a creative product, and the result of a creative process. The creative process of doctoral work has historically not been highlighted. The same is true for education as a whole. While there is an increasing call for greater creativity in education, they remain aspirational. In this article we describe the underlying premises and some of the practices of a doctoral degree that has (...) been designed with the intention of foregrounding the creative process. (shrink)

(1993). A “user“‐designed mediation approach, fostering evolutionary consciousness and competence. World Futures: Vol. 36, Evolutionary Consciousness, pp. 155-164.

(1993). Evolutionary learning for a post‐industrial society: Knowledge, creativity & social ecology. World Futures: Vol. 36, Evolutionary Consciousness, pp. 181-202.