Philosophical Foundations of Contemporary Mexican Education: A Critical Approach from Humanist Pedagogy
Abstract
Philosophical reflection on Mexican education is often presented as a compilation of well-known authors and intellectual traditions. However, its relevance can only be fully understood when these ideas are placed in dialogue with the concrete experience of the classroom. In this article, from a qualitative and documentary approach, the relationship between philosophy and education is critically examined, with particular attention to the humanist tradition that shapes the thought of Justo Sierra, José Vasconcelos, Antonio Caso, Alfonso Reyes, and Pedro Henríquez Ureña. Through a hermeneutic-critical analysis, rather than repeating definitions, the study analyzes how certain philosophical assumptions continue to influence contemporary teaching practices, while also identifying their limits in the face of the current challenges of public education in Mexico. The results of the analysis show that a critical humanist pedagogy is proposed, one that recovers the ethical purpose of education without overlooking the institutional and social tensions of the twenty-first century.
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