摘要：In this article, the concept of complexity is defined and its relationship with pedagogy is discussed. Afterwards, issues between different approaches and trends of drawing teaching are set out; It is considered that these drawing teaching trends work as feedback loop which stays or fades through the time. These loops work as classic codes and obstacles that are presented as metaphysical, substantialist and anthropocentric obstacles as well as structuralist semiotics. Finally, some strategies, operations and procedures are proposed as a basis of the drawing leaning starting from the trans disciplinary approach. This supports the thesis which tells that there is a need to change the existent paradigm for the complex thought one as a strategy to teach to draw.
