Otherness and interculturality: philosophical foundations for inclusive education and the recognition of diversity
DOI:
https://doi.org/10.64092/ybc9x269Keywords:
Otherness, interculturality, Education, alterity, ethical engagement, diversity, social coexistenceAbstract
This article explores the philosophical concept of otherness and its foundational role in understanding interculturality in education. Drawing on thinkers such as Heidegger, Derrida, Hegel, Sartre, Lévinas, and others, the study examines how the recognition of the “Other” is central to human consciousness, ethical relations, and social interaction. Otherness is analyzed through the concepts of alterity, the Other, and the face, emphasizing that difference is not a deficit but a critical element for identity, dialogue, and ethical engagement. The discussion extends to educational contexts, highlighting interculturality as a pedagogical approach that goes beyond mere coexistence of diverse cultures, promoting dialogue, respect, equality, and learning among differences. Interculturality differs from multiculturality and pluriculturality by emphasizing interaction, negotiation, and meaningful exchange rather than passive recognition of diversity. This framework positions intercultural education as a tool for fostering social cohesion, mutual understanding, and ethical engagement, aiming to prepare students to live in inclusive societies where cultural diversity is valued as a shared asset. The study concludes that otherness provides the philosophical grounding for interculturality, offering an ethical and humanistic approach to overcoming historical exclusion, discrimination, and epistemic domination. By recognizing difference as a source of enrichment rather than threat, interculturality enables the development of new forms of coexistence and long-lasting peace, highlighting the importance of education in cultivating respect, equality, and legitimacy in human relations.
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