The complex postmodern hyperstimulation (Corona & De Giuseppe, 2017) exacerbated by the pandemic crisis from Sars-Cov19, in the uncontrolled production of liquid certainties, is producing a proliferation of psycho-social paradoxes not always consciously managed (De Giuseppe et al., 2020a). The Coronavirus Severe Acute Respiratory Syndrome (SARS-CoV-2) pandemic, better known as Corona Virus Disease (COVID-19), a cause of the induced and preventive social isolation is contributing to the modification of fundamental segments to guarantee a Quality Life (WHO, 1948; Giaconi, 2016) such as personal actions and community orientations, undermining the ability to generate socializing co-actions and affecting: 1) styles of life, 2) profiles of thought and action; 3) sense of decision-making autonomy; 4) self-determination processes.
The government restrictions imposed by the institutions and the direct and indirect effects of the disease have generated an increase in conditions of distress and altered processes of: 1) individualization, 2) identification, 3) differentiation 4) and recognition. All this represents one of the driving forces of the pervasive socio-psycho-anthropic hyper-complexization that involves individual and collective perceptions.
Recent scientific research has shown on the general population (Salari et al., 2020) negative correlations of stress (Bono et al., 2020), anxiety and depression with the perceived well-being of people (Vindegaard et al., 2020), with evidence in Italy (Rossi et al., 2020), Spain (Luceño-Moreno et al., 2020) and China (Wang et al., 2020). The consequential repercussions have undermined the satisfaction of the psycho-social and emotional-relational experiences necessary to promote a prosperous life project, conveyed by inclusive educational practices.
The psycho-social framework of the pandemic era from Sars-Covid19 recalls the educational need to competently manage the countless and multiple transitions and retroactions in motion. To achieve a homeostasis in perennial oscillation between the range of options and to favor the unfolding of an Authentic Life (Heidegger, 1927) effectively acted out in complex circumstantial situations it is necessary to invest in flexibility, as a pedagogical category for the development of a flourishing life, which is part of the executive functions or processes necessary for the control of purposeful behavior.