在埃德加?莫兰复杂性理论视野下，实践者是一个自组织，教育实践则可以被理解为在遗传——大脑——社会——文化——环境系统中相互作用的旨在促进人高度自组织性的活动。这样的教育实践具有三个特点：自组织性强调教育的创造性和教育系统整体的完好性；多中心性强调师生的互动性和教育整体的有效性；不确定性强调教育的生成性和可能性。基于这种教育实践观，教育理论不能指导教育实践以实现最好的、确定的目的，而只能调节教育实践以达到彼时彼刻更好的目的。

From the complexity theory of Edgar • Morin, the practitioner is a self-organizing, and educational practice can be understood as the activity under the interaction of genetic - brain - social - cultural - environmental systems, which is aimed at promoting the degree of self-organization of human. The educational practice has three characteristics: the self-organization emphasis on creativity and overall system of education; the multi-center emphasis on the interaction between teachers and students, and the overall effectiveness of education; the uncertainty emphasis on the generation and possibility of education. Therefore, educational theory can not guide educational practice in order to achieve the best and determined purpose, but can adjust educational practice in order to achieve a temporary and better purpose.