The Connected Being in the Experiential Pedagogy of Well-being: A Reading of Freire, Kant, and Contemporary Epistemologies

Abstract

The Pedagogical of Experiential Well-being (PEW) is established as a model of educational innovation that integrates existential philosophy, contemporary epistemologies, and inclusive technologies, proposing the category of the "connected-being" as its foundation. This concept articulates Dasein (being-in-the-world), transcendental consciousness, alterity, and seidad as interdependent dimensions for an education oriented toward meaning and holistic well-being. This theoretical-critical analysis examines how this principle dialogues with Paulo Freire's "no one educates anyone" in an effort to decolonize the teaching-learning process and promote autonomy. It draws upon the contributions of John Dewey, who focused on experiential learning, and David Ausubel, on meaningful learning, to argue that the student is the true protagonist. Inclusion is addressed from the perspective of Nancy Fraser, who emphasizes social justice, and José Manuel Cabero, who integrates inclusive pedagogy with the use of technologies. Finally, the PEW is materialized through existential devices such as video and the blog-portfolio, which, by articulating theory with practice, consolidate a model that merges humanism with digital tools for a transformative and purposeful education.