Since the 1940s, Western education has been largely shaped by two key theories: Norbert Wiener's cybernetics and B. F. Skinner's behaviorism. These theories established a "systems approach" to education, using the "black box" metaphor. This technocratic approach assumes that systems, whether inanimate or living, can be controlled through regulation and feedback. However, this model proves ineffective because it presupposes a linear response to stimuli. In humans, even children, this leads to issues like "inadequate" behavior, poor learning, and low motivation, which the "black box" model struggles to explain. A "complexity approach" offers an alternative, recognizing that human systems exhibit probabilistic, not linear, behavior. This perspective challenges the notion of absolute order, rejecting simple cause-and-effect relationships. Instead, it posits that probabilistic systems constantly strive for order but never fully achieve it. This is due to numerous internal and external factors that constantly influence the system's direction, with the most significant factor dictating the current action. Internal factors include motivation driven by desired future states (attractors) and deep mental processes rooted in psychoanalysis. This internal motivation fosters proactivity, an intrinsic drive independent of external stimuli. This theoretical approach suggests that proactivity is crucial for effective learning, education, and socialization. Initiative and creativity, which challenge instructions and prescribed tasks, indicate the presence of proactive forces. These forces fuel the pursuit of personal attractors. Therefore, the suggested proactive education approach prioritizes: (1) developing and strengthening personal proactivity, and (2) identifying, understanding, and/or cultivating each student's unique personal attractor within socially acceptable boundaries.

Proactive Education, Complexity Approach, Non-Linear Feedback, Attractor