Teaching complexity, the scientific method, critical and systemic thinking, nurtures a multidimensional kind of thinking and awareness that although data and empirical evidence are indubitably fundamental, they fail to give a complete picture of phenomena, of reality, and of the hypercomplexity of the Social and the Vital. Never before has it been necessary to modify so radically the approach we apply to investigate the reality of the phenomena that surrounds us. In other words, we need to change our thinking and the thoughts that permit us to act: thoughts, that are themselves actions, actions that are necessarily based on theory—essential to bring about any form of change—but theory, along with thought, is currently considered useless or of very little use, almost a waste of time, yet another way in which the tyranny of concreteness continues to manifest itself, in infinite forms that are conventional and hegemonic: all areas of intellectual and cultural production, even scientific research, have been reduced to one dimension, the apparently neutral and objective dimension of quantity, and rendered functional, not only to profit, but also to the deceptive principle of utility, on which we have based the counter-reform of our educational and training institutions.