Educational Hilemorphism: Dialectical Mediation Between Matter (Student's Potential) And Form (Pedagogical Structures) From A Transcomplex And Multidimensional Praxis
DOI:
https://doi.org/10.56294/mw2024592Keywords:
educational dialectic, Aristotelian philosophy, educational hylemorphism, Educational transinclusion, transcomplexityAbstract
Introduction: This study examines the dialectic of educational reality from a hylemorphic perspective, where education emerges from the interaction between the student's intrinsic potential (matter) and the pedagogical structures (form) that organize such potential.
Methodology: A dialectical approach is used, integrating Aristotelian hylemorphism and transcomplexity, analyzing the contributions of various theorists such as Vygotsky, Freire, and García Carrasco to overcome the subject-object dichotomy in education.
Results: The analysis identifies three key elements: 1) The student as educational matter with bio-psycho-social dimensions in constant transformation; 2) Pedagogical structures as flexible forms that must adapt to student diversity; and 3) The dialectical tension between rigid educational systems and the need for adaptable approaches.
Discussion: The synthesis of this dialectic leads to the proposal of "inclusive transeducation," an approach that integrates student complexity through flexible pedagogical practices such as project-based learning and metacognition, emphasizing shared responsibility between student and teacher.
Conclusion: Reinterpreted hylemorphism reveals education as a dialectical process where matter (student) and form (education) mutually influence each other, demanding pedagogies that integrate social, ethical, and cognitive dimensions to facilitate comprehensive human flourishing.
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