LEARNING AS EXPERIENCE-EMBODIED. REORIENTING LEARNING PROCESSES IN THE AGE OF HUMAN, SOCIAL AND CULTURAL TRANSITIONS

Abstract

How can teachers navigate an era of transition, where technologies, environmental crises, and social shifts redefine education? What role does lived experience play in learning today? This reflection stems from a two-year professional development programme for in-service teachers, exploring the grammars of didactic processes and the implicit dimensions of teaching professionalism. The educator is a mediator of meaning, intertwining knowledge and lived experience to foster new forms of understanding. From a phenomenological perspective, learning is not an abstract process but an embodied experience, rooted in the dynamic interplay of body, mind, and environment. Teaching thus becomes an act of co-construction, where knowledge emerges through dialogue between subjectivity and shared epistemologies. Reaffirming the centrality of experience reimagines school not only as a place of instruction but as a generative space, equipping individuals to engage meaningfully with change.