If the subject of knowledge is the community that dialogues, the educative communities, in general, and the school in particular, must be more like a community of enquiry, where cooperative thinking is learnt through the practice of dialogue, and where the other one is seen not as a threaten to one's personal success, but as a condition for the exercising of one's own reasonableness . The complex thinking is at the same time critical and creative, aware of its own assumption and implication, as well as of the reasons and evidences in which its conclusions are based on, and capable of imagining new ways of seeing and connecting the experience's elements. If our rationality consists of a narrative nature, the education thinking about complexity must focus on the development of an imaginative rationality, capable of creating new narrative frames that make up new meaning's connection in order to help men and women in their freeing practice. If the school or any other educative institution aim to be a critical thinking lab. This kind of knowledge has been inculcated by the human being since childhood, along with the conceptions, beliefs, values, aims and purposes of the social group they belong to.
Communication tends to have a global character once the market presents a world dimension.
The dominant groups control broad sectors of the communication net, through which the market's products are valorized and distributed. If the educative community really wants to be a liberator, it must turn into a resistance nucleus against the pretensions of the unique discourse. In this dialogue the agreements are pursued only by the strength of the reasons presented. Nevertheless it's a dialogue that doesn't cancel out the conflict, a dialogue where the dissident voice isn't canceled out or diminished. The educative community must stimulate the development of a dialogical rationality , opposed to a monological rationality , that imposes rules, authority, the discourse of power.