摘要：Abstract To attain knowledge, add things every day. To attain wisdom, remove things every day. LAO TZU, “Tao Te Ching” The paper aims at convincing psychologist to cooperate in permanent education, by giving them a general idea about the first objectives of the PhD thesis titled “Nondeterministic e-Teaching for Sustainable Development in Rapidly Changing Environments”: a) Validating the role of e-teaching for sustainable development in Eastern Europe in line with the Europe 2020 strategy. (Europe 2020 is a 10-year strategy proposed by the European Commission on 3 March 2010 for reviving the economy of the European Union. It aims at “smart, sustainable, inclusive growth” with greater coordination of national and European policy [http://en.wikipedia.org/wiki/Europe_2020]. b) Redefining “e-teaching” as imposed by the temporal hiatus between teaching and learning unavoidable in permanent education but avoiding any reductionist dichotomy. c) Outlining a first me-tamodel of teaching within a partially post-industrial Zeitgeist, adaptable to a metamodel of lifelong learning in a future intensely dynamic and uncertain service-oriented society. The major conclusions (some of them yet expectations) are: a) In countries like Romania, sustainable development involves (via a sequence of implications regarding permanent education) thoroughly rede-fining e-teaching. b) As regards “e-” the answer is obvious: agent-orientation. c) As regards “teaching” it proves quite difficult to solve the “separation paradox” without an intense transdisciplinary endeavour, since it lacks credible performance metrics. d) Any metamodel of teaching should be based on psychosomatic features (first of all on bounded rationality) and can be validated so far through convincing – albeit circumstantial – evidence. e) Unfortunately, cognitive psychology – while consistent and established – seems rather inappropriate as corpus of knowledge because of a predominantly deterministic (left brain hemisphere) approach.
