Educational reality verse the being of education

Abstract

Being becomes rarefied to eyes that look without light; it is lost in those who do not surrender themselves deeply to co-existentiality. Reality depends on the intensity of the light with which it is seen: it fades as one’s own “reality,” as “your” reality, if you see only with the eyes of your own self, of your particular interest, of the weight of your ego; it is clarified with the gaze that sees humanity and nature as a plexus of interdependent life whose strength depends on how much we receive and accommodate the “next”: the human other and the existential other. That is, the richness of our gaze is determined by our potential to welcome the human other and the non-human other of integrated life, that is, to be other.

Self-absorbed, separated, we cannot appreciate the reality of being nor be life itself; we will appear, we will be light, if we embroider our existence to plaster the existential fabric.

The Being of education resides in the “inperson” educational processes that constitute and promote events for life, other realities constructed by beings with a vocation for coexistence, with cognitive, value, and attitudinal strengths, among others, placed at the common service: goods, inputs to maintain the balance of the socio-natural plexus.

The pluriverse or world of life-worlds demands educations that protect life. Education is other if it forms beings for life, who feel and welcome both the other and the otherness of the existential framework.

Educational reality is still barely visible to education itself. Education has strayed from its Being, which is ignited in those who gain light in their existence, in those who give themselves, abandon themselves, with passion and compassion, to the task of protecting life.