The relationship between love and education from coexistential pedagogy and its projimophilic and vida-philic principles
DOI:
https://doi.org/10.15536/reducarmais.9.2025.4238Keywords:
Love, Education, Coexistentiality, Gnoseoepistemology, VitaphiliaAbstract
The causal, circular, or rhizomatic relationship between love and education has been addressed in different periods of history by various thinkers and disciplines. Fundamentally from the duality of two perspectives: (a) that of ontological or essential, pure, spiritual love, which in education is often confused with domestication, religious indoctrination, in a pattern focused more on preaching than practicing; and (b) that of epistemological or existential love, a socio-historical-cultural construction on how love is interpreted and lived in the world, a context in which it is often objectified, colonized, commodified, romanticized, or psychopathologized. This review article analyzes the love-education relationship from a perspective that dialogically and recursively integrates the essential and existential approach to love and education. This research is undertaken from the teleological, methodological and anthropological foundations of the pedagogy of coexistence, an educational proposal built from the hologrammatic inclusion of the epistemology of being-existing-coexisting.
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