El valor de la experiencia del alumno como contenido educativo

This paper reflects on the importance of the student's experience in their educational process and is inspired by the anthropology and ethics of Emanuel Levinas. It starts from the concept of the human being as a historical, vulnerable being, situated in a circumstance, and of ethics as a comparative response to the other in their situation of vulnerability and need. Cognitive pedagogy, having dispensed with experience, has been forced to use moral judgment as an adequate (and unique) strategy to promote and facilitate moral conduct, according to Kantian ethics. A biased, mutilated conception of man cannot account for how he responds to the demand of the other in his concrete situation. Education is conceived as accompaniment, welcome and comparative response to the other, as a new birth and the beginning of something new. It is proposed "another way" of educating that has experience as the nucleus of educational action. This model of education translates into: a) abandonment of idealistic philosophy; b) political and social commitment; c) presence of experience in the educational process; d) presence of compassionate ethics as its backbone; e) a new discourse and a new language; f) the teacher's testimony as a reference to the experience of ethical values; and g) narration as a privileged instrument for educational action. Another source of thought is claimed that tells of the human being in its entirety: being endowed with reason and also with feelings, thus overcoming the dualistic conception of cartesian philosophy.