A systemic approach to a flexible university teaching

Adopting the approach of the pedagogical problematicism, we will attempt to analyze critically, in epigenetics key, the assumption of the title (openness and flexibility of the higher education system) examining the conditions from which it originates, with the specific intent of deducing from it the direction of sense by impressing to knowledge processes. We will experiment, for that purpose, a method of analysis of theoretical research, thought for concepts with a high index of complexity, testing it in the first instance on the concept of flexibility, taken as an emblem of the difficulty of the researcher, as well as the student, to orient himself between piecemeal and fragmented information. It will asses, as a result, the transferability to a second-level curriculum, a reconceptualization of the educational task thought to support a constant and vivifyng flexibility of thought, giving shape to a didactis and a way to conceive environments congenial to it.