EDUCATION, MEANING AND CONTEMPLATIVE PEDAGOGY

Abstract

This essay aims to investigate the reasons for the loss of importance of contemplative pedagogy and its proposal of reclaiming the centrality of the subject and the meaning of education to educational approaches that psychologize and instrumentalize contemplative practices. A comparative study with Logoeducation – the implementation of Logotherapy and Existential Analysis to education – attributes such failure to issues of anthropological order, which challenge reductive and hermeneutical conceptions of the subject. We suggest that contemplative pedagogy invites the anthropologies of the traditions from which its practices originated to a dialogue with logoeducational anthropology.