The conception of the human person in the current social models of educational inclusion. An analysis from classical and Thomistic philosophy.

Abstract

A renewed understanding of the educational process has emerged in recent decades from the theoretical developments that, since the 1960s, have been taking place from the so-called social models. These ideas have brought about a growing interest in the issue of inclusion, understood as a key component not only of national education systems but also of the educational task itself. This new way of understanding education is built in opposition to the traditional idea of subjective "improvement” and seeks to highlight the mutual enrichment of all educational actors through the acceptance of diversity and, therefore, highlight the impossibility of adaptation to objective “norms”, always dependent, according to these models, on the prevailing culture. On the basis of these developments, it is possible to identify a certain idea of the human person. This work aims to investigate the anthropological presuppositions of these social models of inclusion, contrasting them with the classical and Thomistic notion of the human person.

Key words: Inclusion, social models, inclusive education, person, diversity