Morin's proposals to UNESCO (1999; 2015), which are both a synthetic retrospective of Complex thought and a forward-looking vision of education for humanity, provide a lever for interdisciplinary work (Resweber, 1991) by teachers for the benefit of students, but also an support to reconsider what we want to teach for students. Complex thinking is then envisaged as the framework for our reflection and our presentation will consist of a synergy between the concepts of interaction, interdisciplinarity and transformation of the actors in the pedagogical triangle (Houssaye, 2014) for an education for humanity. Interaction in the pedagogical triangle represents a major challenge in view of the evolution of the teaching profession, the pupil posture and the nature of knowledge. It is on the basis of interactions « on the spot, in situation » (Perrenoud, 1993) that we can review the act of formation (training): a trans-formation which transcends the function of training, a meta-morphosis which places each element (teacher, pupil, knowledge) above (meta) form. A change in training requires interdisciplinarity. Even if the distinction is well understood between scientific, research and academic disciplines (Reuter, 2014), designing teaching in interdisciplinarity implies an another relationship to the knowledge. Any actor in his discipline prefers the comfort of his monodiscipline under the pretext of his expertise. To the comfort of the disciplinary refuge, take risk on the interdisciplinarity implies interaction, acceptation the conflict between knowledges (Resweber, 1991) and a long time that is not always available. It implies a way of being which promotes to nourish knowledge that aims both at the quest for individuation (Fleury, 2015) of teachers and the construction of meaning for an education in the humanity of pupils. The Pedagogy of Meaning© (Alcaras-Will, 2017), neither in complete reversal of Develay's one (1996; 2012) nor in full agreement with Perrenoud's school meaning (1993), it proposes by these three fundamental pillars, to support teachers' awareness of individuation and the emergence of complex thinking among students. It possible through the study of three areas woven together in an interdisciplinary manner: i- the study of the humanities, ii- the study of ecosystems, iii- the study of languages for a more coherent knowledge, more adapted to the changing world in which we are all immersed in. The pedagogical challenge is both to meet the requirements of national education programmes at all levels and to offer training that attempts to respond to the evolution of our society, the teaching profession and the place of the pupil in this ecosystem. Our presentation will consist in laying the pillars of the Pedagogy of Meaning© and its inscription in the complex thinking for a regenerated humanity (Morin, 2015).