Abstract
In this paper, we endeavor to connect Complexity Theory (CT), a meta-theoretical framework whose ontological assumptions are argued to align more closely with the nature of reality, with the philosophy of education. As a new paradigm, CT is fostered in a variety of fields, including education, where a shift has occurred from a linear, mechanistic, and reductionist approach in learning and development, toward recognizing the complex and dynamic nature of educational processes. Within this context, the paper discusses the main orientations of reductionist and mechanistic approaches, while highlighting the existing limitations. More specifically, this study examines learning and cognitive development through the lens of Complexity Theory, reconsidering them as complex nonlinear dynamical processes, and proposes the amalgamation of the conforming ontological and epistemological conjectures into the philosophy of education. The new perspective can provide a springboard for a rejuvenation of philosophical thought, which could lead to a better understanding and theory, development, and more effective interventions.