The paper analyses the methodological possibilities of complexity paradigm for understanding contemporary education. According to the paradigm of complexity the human being is viewed as a multidimensional and multileveled phenomenon. Homo Complexus has physical, biological, psychological, cultural, social, historical, and other dimensions. The author underlines that the complexity-based curriculum should be oriented to multi-dimensional nature of a human being, because education is declared to stimulate the inner potential of a human.
