Education and sensitivity: the education of the three-dimensional human sensibility

Abstract

The Aristotelian-Thomistic tradition has reduced the notion of sensibility to sensible knowledge, and this has led to shortcomings in the education of human sensibility. Applying a hermeneutic phenomenological methodology, we analyse the different conceptions of sensitivity from a pedagogical perspective. The manifestation of the human being in the form of a triad has been defended by prestigious authors in different cultures of all times, such as Hebrew, Hindu, Greek, Latin, Buddhist, as well as other philosophical currents driven by Husserl and phenomenology or Polo, the maximum representative of transcendental anthropology. This article lays the theoretical foundations of the three-dimensional human sensitivity: "bodily", "mental" and "apertural", as well as the importance of promoting Sensitive Education, which is necessary for human sensitivity to be the starting point for an authentic and full personal development of one's own originality. The lack of Sensitive Education can damage a person's life, since the greater the sensitivity, the greater the damage. Finally, practical proposals are made to develop Sensitive Education in the classroom, reaching the conclusion that human sensitivity is wider than the sensitivity of other living beings and it is precisely this freedom and freedom that requires education.