**3.2. The history of personal experiences in the development of behavior patterns**

Based on the experiences and how it reacted previously, experiences become the basis of reference for various future decisions: they constitute the stock of behavior patterns of a person. The construction and use of the contextualized initial condition seek to place these "certainties" in interdiction. Since everything life accepts and creates a bond, it will always be dependent. Two people who apparently do not need anything from each other could not form a relationship.

The way in which the human being reacts, either his way of acting, feeling, or acting, is governed by a series of external guidelines, which society accepts. Much of the behavior of human beings is learned, that is, acquired through interaction with the community in which it grows and develops [16, 17]. This means that the various groups in which he has been interacting have transmitted his guidelines and behaviors to react to the stimuli he receives from the environment.

In the United States in the decade of the 1990, Chaos Theory was essentially used to solve or at least canalized racial and social conflicts that expressed in the form of school violence in schools that correspond to marginal environments, such as immigrant communities. It developed a particular interest in the problems of educational organization and administration in these contexts. Thus, some authors [18, 19] carried out a nascent pedagogy of chaos from the theory of the same name and have used it in the resolution of determining problems of school organization and administration in unstable, violent, and conflicting educational system.

Given this, our behavior patterns lead us to the illusion that the problems do not touch us or that they will resolve themselves, which is impossible. The collapse between what is learned and what is needed to face situations of high uncertainty manifested in behaviors of anger, crying, denial, impotence, stupor in the face of disaster, frustration, avoidance of error, indif-

Initial Condition and Behavior Patterns in Learning Dynamics: Study of Complexity and…

http://dx.doi.org/10.5772/intechopen.74140

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A convenient approach to this world is to arrange the measuring instruments being used in the experience chaotically, in such a way that through self-organization and the emergency originates an order that leads us to a possible solution in the form of discovery. Once again, the questions (student–teacher) regarding what you want to measure and how to dispose of

Finally, the final section of the video exposes a logical sequence of the disposition of the

The proposed sequence modifies the standard way in which the system promotes learning, given that as Albert Einstein said: "It is impossible for us to solve problems using the same procedures that generated them." The contribution of new generations, living the prevailing complexity, with a new understanding of sustainability based on connectivity is fundamental. All activity carried out by the human being entails, irremediably, error. These errors range from measuring instruments (scale of measurement, calibration, seniority, etc.), user expertise, treatment of significant figures, statistical analysis of measured values, and interpretation of measurements to the relationships between them. Therefore, this procedure is inherent to any experimental activity, and in general, we should say of any human activity. Performing activities that are keeping

The fundamental idea underlying this approach to meaningful learning is that chaos makes life and intelligence possible, since the brain is a nonlinear product of a nonlinear evolution on a nonlinear planet [21]. The brain is an unstable system that nevertheless leads and achieves the formation of new orders, as well as chaotic actions [21]. The brain has evolved to become so unstable that at the smallest stimulus, external or internal signal, it can encourage behaviors that represent a healthy break with historical behavior patterns favoring the emergence

A pattern of behavior emerges, once a narrative is recognized in a context. It allows us to optimize our human resources such as physiological, emotional, and rational, by freeing our attention and focusing on those events that burst without us having a collection of proven answers. The irruption of events in scenarios of high complexity [23, 24], created by human activity and progressively intensifies, exposes the weaker side of the human condition: the

Paradoxically, the built society model is fundamentally reductionist since the fundamental parameter of control is the economic one, a variable that has unleashed a form of economic "complexity" that has the planet as a great dump of the waste of human activity and technology,

ference, etc., all emotions that do not contribute to solve the problem.

the instruments should be the guide to the solution (in a playful way).

with the way our brain works reduces anxiety, tension, frustration, and fear.

reserve of learning reactions is shown to be inoperative or too small.

equipment to reach the objective of the activity.

**4. Chaos and learning**

of an innovative and creative order [22].

The close relationships between behavior patterns and ideas and attitudes are what have motivated anthropology to study how culture influences the development of personality. From the perspective of the chaotic model applied to the study of learning [20], the stimulus is a contextualized initial condition (CIC). The stimulus (CIC) is susceptible to construction and appeals to the history of past – present – future experience of a sample of individuals with similar life experiences. The narrative to be constructed can be in the form of a short demonstration experiment, short length videos, interaction between the teacher and the student teams through questions that emphasize unexpected relationship events, and so on. The achievement of identity with the contextualized initial condition favors the development of positive or negative emotions propitiating adaptive behaviors.

#### **3.3. Visual narrative: A way to approach the breaking of stereotypes**

The visual narrative used is explained in the outline below. This appears divided into three fundamental sequences, as shown in the diagram:

For the first phase on the left-hand side, three or four different or nonhilarious videos presented by the experimental activity will be carried out (each of no more than 10–15 seconds), which has the purpose of presenting transversal objectives such as respect for others (my actions bring consequences to other people and the environment). A question session (student–teacher) held regarding the connectivity of the events was witnessed. It seeks to stimulate curiosity but stressing the ideal of the world in which we believe we live. A predictable world manufactured in the technique to which we associate states of emotional hope.

In the middle of the picture is the real world, of irreversible processes, dominated by nonlinear dynamics, that is, chaos or fractal nature is the world of nonlinearity. Our version of life floats in that sea of irreversibility. This version means a low horizon of predictability.

Given this, our behavior patterns lead us to the illusion that the problems do not touch us or that they will resolve themselves, which is impossible. The collapse between what is learned and what is needed to face situations of high uncertainty manifested in behaviors of anger, crying, denial, impotence, stupor in the face of disaster, frustration, avoidance of error, indifference, etc., all emotions that do not contribute to solve the problem.

A convenient approach to this world is to arrange the measuring instruments being used in the experience chaotically, in such a way that through self-organization and the emergency originates an order that leads us to a possible solution in the form of discovery. Once again, the questions (student–teacher) regarding what you want to measure and how to dispose of the instruments should be the guide to the solution (in a playful way).

Finally, the final section of the video exposes a logical sequence of the disposition of the equipment to reach the objective of the activity.

The proposed sequence modifies the standard way in which the system promotes learning, given that as Albert Einstein said: "It is impossible for us to solve problems using the same procedures that generated them." The contribution of new generations, living the prevailing complexity, with a new understanding of sustainability based on connectivity is fundamental. All activity carried out by the human being entails, irremediably, error. These errors range from measuring instruments (scale of measurement, calibration, seniority, etc.), user expertise, treatment of significant figures, statistical analysis of measured values, and interpretation of measurements to the relationships between them. Therefore, this procedure is inherent to any experimental activity, and in general, we should say of any human activity. Performing activities that are keeping with the way our brain works reduces anxiety, tension, frustration, and fear.
