在不确定性特征突出的全球化时代，当下的世界来势汹汹，复杂性带来的挑战无处不在，依靠一套既定规则就能安居一隅的可能性越来越低，不能迎接复杂性挑战的人往往陷入与世界的疏离与深深的无力感中。当下的学校教育理应通过培育真实复杂的世界观为学生赋能，事实上却在一定程度上成为学生无法体认复杂世界的障碍。面对当代世界观教育挑战与缺失的对比，本研究努力进行指向世界观教育本体价值与学生成长需要的世界观教育理论探索。

埃德加·莫兰的复杂性思想为本研究的理论探索提供了核心的启发。莫兰的复杂性思想挑战了“还原的、抽象的、箱格化”的基础认识原则，重新审视经典科学统治下的秩序世界，提倡复杂地看待复杂事物，从认识论、方法论的高度论述了二向逻辑原则、循环递归原则、全息点原则等理解世界以及一切重要事物的复杂性原则。这种思想不仅契合世界观教育就是“观”世界的教育之基本理解，也与我国社会文化发展背景相适应，因而在很大程度上为本研究提供了相当深刻的思想启发与理论支撑。基于此，本研究描绘了复杂世界观的核心内容，即具有“根基——脱离根基”本征的、作为全息点存在的复杂人性观，由有序与无序交混的自然世界、全球化问题突出、伦理行动充满不确定性的社会世界以及具有附属性与实体性双重属性的精神世界组成的复杂世界图景，要求开放与自我反思的复杂认识原则。

最后，本研究着重分析了复杂世界观教育落地的主要障碍：观念上排斥、能力上欠缺的教育主体障碍，世界的虚拟化阻碍真实的连结、道德癖倾向阻碍相互理解的社会环境障碍以及环境相对真空、氛围相对保守的学校教育障碍。用论辩的方式回应了复杂世界观教育可能存在的争议，具体厘清了复杂世界观教育与理想信念教育的关系，回应了其是否会陷入认识的相对主义陷阱的问题，重申了其求真求善的内在追求。因此，当前的复杂世界观教育应该：明确“培养能够复杂认识、灵活行动、发扬自我伦理的个体，促成鼓励理解互助、价值多元、担当人类命运的社会”的教育目标，坚持“明确阶段性任务、反映复杂人性观基础以及以保持和提升主体生命活力为追求”的教育原则，采用“打造开放贯通的学校教育系统，发扬学校经验集散地价值；重视并利用学生成长中的断裂状态，锻炼学生自主认识选择与承担主体责任的能力；开设发展‘一般智能’的综合课程，提升学生复杂认识世界的能力；兼顾重启精神与冒险精神的培养，唤醒学生对复杂世界的信赖与热爱”的核心策略。

In the era of globalization with prominent characteristics of uncertainty,the current world is raging and the dark side of ethical life is emerging.The challenges brought by complexity are everywhere.The possibility of relying on a set of established rules to live in a corner is getting lower and lower.People who cannot meet the challenges of complexity are often trapped in alienation and deep inability.The current school education should empower students by cultivating a real and complex world outlook,but to some extent,it has become an obstacle for students to understand the complex world.In the face of contemporary world outlook education challenges and lack of contrast, this study attempts to point to the ontological value and students ' growth needs of world outlook education theory exploration.

Edgar Moran's complexity thought provides the core inspiration for the theoretical exploration of this study.Moran's complexity thought challenges the basic cognitive principle of ' reduction,abstraction and boxization ',reexamines the order world under the rule of classical science,advocates the complex view of complex things,and discusses the complexity principle like Boucle recursive,Dialogue and Hologramme of understanding the world and all important things from the height of epistemology and methodology.This thought not only conforms to the basic understanding of world outlook education, but also adapts to the background of China's social and cultural development.Therefore,it provides quite profound ideological inspiration and theoretical support for this study to a large extent.Based on this,this study describes the core content of the complex worldview,that is,the complex view of human nature with the' foundation-detaching from the foundation'feature and as a holographic point, which is composed of an orderly and disordered natural world,a prominent problem of globalization,a social world full of uncertainty in ethical action and a spiritual world with dual attributes of attachment and entity.The complex cognitive principle of openness and self-reflection is required.Based on this, this study describes the core content of the complex worldview,that is,the complex view of human nature with the'foundation-detaching from the foundation ' feature as a holographic point, which is composed of the natural world of orderly and disorderly mixing, the social world of prominent globalization,the uncertain social world of ethical action and the spiritual world with the dual attributes of attachment and entity.The complex cognitive principle of openness and self-reflection is required.

Finally,this study focuses on the analysis of the main obstacles to the landing of complex world outlook education: the concept of exclusion,lack of ability of the main obstacles to education,the virtualization of the world hinders the real connection,moral tendencies hinder mutual understanding of the social environment and the environment is relatively vacuum,relatively conservative atmosphere of school education obstacles.It responds to the possible disputes in the education of complex world outlook by debate,specifically clarifies the relationship between the education of complex world outlook and the education of ideal and belief,responds to whether it will fall into the trap of relativism of cognition,and reiterates its inherent pursuit of truth and goodness.Therefore, the current complex world outlook education should clarify the educational goal of ' cultivating individuals with complex cognition, flexible action and self-ethics, promoting mutual understanding, multiple values and assuming a society of human destiny',adhere to the educational principle of 'clarifying phased tasks, reflecting the basis of complex human nature and pursuing the maintenance and promotion of the vitality of the subject ',and adopt'building an open and integrated school education system to carry forward the value of school experience distribution centers. Pay attention to and make use of the broken state of students ' growth to train students ' ability to independently understand and choose and bear the main responsibility. Develop ' General Intelligence ' comprehensive courses to enhance students ' ability to understand the world complexly. Considering the cultivation of restart spirit and adventure spirit, the core strategy of arousing students ' trust and love for the complex world is awakened.