EISEGESIS OF AXIOLOGICAL PRAXIS: REENGINEERING THE DIDACTIC MODEL IN SECONDARY EDUCATION FROM A PHENOMENOLOGY OF ALTERITY

Abstract

This research-in-progress article addresses the urgent need to transcend the mechanical teaching of values toward a situated axiological praxis in General Secondary Education, problematizing the crisis of ethos in the digital era. Grounded in the phenomenological-hermeneutic method, the study employs eisegesis as a central analytical category to unveil the eidos of student performance against the hegemony of algorithms that blur human alterity. The research proposes a didactic reengineering that articulates post-pandemic neuro-education with the ethics of responsibility, configuring a new pedagogical intelligibility that recognizes the ontological vulnerability of the contemporary adolescent. These theoretical elements converge on the need for a radical transformation of school mediation processes that overcome the prevailing traditional instructionism, integrating the sensitivity of pedagogical tact into daily teaching praxis to foster a meaningful moral development. Preliminary findings reveal an "axiology of appearance," where ethical behavior is fragmented under the pressure of a society that rewards individualistic narcissism and media immediacy. It is concluded that the promotion of values must be anchored in a didactics of emotional resonance that transforms instruction into a genuine ethical commitment to the Face of the Other. This heuristic transition justifies the emergence of the "Resonant Axiological Praxis" (PAR) model as an ontological resistance tool against the technocratic dehumanization prevailing in current high school curricula. Finally, the proposed architecture seeks to restore the subject's ethical sovereignty, allowing the youth to transition from reactive indifference toward critical compassion and a permanent, transformative social commitment, validating education as an act of epistemic justice and deep human connection.