Educating across Paradigms and Transformations: Pathways of Meaning in Contemporary Education
DOI:
https://doi.org/10.7346/-fei-XXIII-01-25_01Keywords:
Educational paradigms, Complexity, Sense-making, Embodied learning, Contemporary pedagogyAbstract
In an era marked by deep social, cultural, and technological transformations, education is called upon to reformulate its paradigms and reconstruct meaningful pathways. This editorial explores the need for a pedagogy that engages with complexity, uncertainty, and the embodied nature of educational experience. Drawing on both classical and contemporary thinkers, it proposes an integrated vision of education grounded in relationship, interpretation, and change. The issue is organised into thematic sections that critically explore the tensions and perspectives shaping contemporary educational practices.
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