Complex Thought and Descriptive Psychology in Neuroeducational Articulation to Understand the Teaching–Learning Process

Abstract

This study examines the teaching–learning process through the convergence of complex thought, descriptive psychology, and neuroeducation, integrating recent evidence from complexity epistemology, bioeducation, and contemporary teaching practices. Employing a theoretical–documentary design with a hermeneutic orientation, the analysis brings together contributions from neuropsychology, descriptive phenomenology, and complexity theory to elucidate how cognitive, emotional, and behavioral dimensions interact within educational contexts. Findings confirm that learning is a dynamic, neurobiological, and situated phenomenon whose interpretation requires the integration of multiple levels of reality through the logic of the included middle. From this synthesis emerges the Psychodescriptive Pedagogical Model, structured around four axes: experiential–descriptive, neurocognitive, complex–transdisciplinary, and eco–interactive. The study concludes that the neuroeducational–psychodescriptive articulation, epistemologically grounded in complexity, deepens the understanding of the educational act and informs the design of pedagogical strategies consistent with the neurophenomenological, relational, and eco-organizational nature of learning, thereby strengthening teaching practice and contextualized pedagogical development