INTUITIVE TEACHING AND ITS POSSIBILITIES FOR AN EDUCATIONAL PRAXIS: A STUDY OF THE PEDAGOGICAL THEORIES OF ESSENCE AND EXISTENCE IN SUCHODOLSKI

Abstract

Using the literature review methodology, this study seeks to show that intuitive teaching (Pestalozzi) can be used as a tool for an educational and transformative praxis (Gramsci), aligned with the notion of a Pedagogy of Existence (Suchodolski). To this end, it seeks to answer the following question: is intuitive teaching based on Pestalozzian principles more aligned with the notion of a Pedagogy of Essence or Pedagogy of Existence? A question linked to the following general objective: to verify whether intuitive teaching with Pestalozzian bases can be inserted within the notion of an educational praxis, in Gramsci's terms. An objective that is broken down into three other specific objectives, namely: (1) describe the history and notion of intuitive teaching in Pestalozzi; (2) describe the concepts of Philosophy of Praxis and educational praxis, according to Gramsci; (3) describe Suchodolski's notions of Essence and Existence pedagogies. As a justification, there is a need to place the pedagogical current of intuitive teaching within contemporary pedagogical and philosophical theories, since intuitive teaching, even though it has not disappeared from current school practices, is often unknown as a theory by educators. who see it as a methodology limited to the 19th century, when it was created by Pestalozzi, and where it gained great strength with the so-called “Lessons of Things”. It is concluded that intuitive teaching, based on Pestalozzi's ideas, differs from the notion of intuitive learning in the History of Philosophy. While Pestalozzi's intuitive teaching places the student at the center of the knowledge construction process, classical intuitive learning involved the unreflective acquisition of ready-made knowledge. Therefore, intuitive teaching does not follow the Pedagogy of Essence, but rather that of Existence, promoting a more lively, human and creative education, focused on intuition and sensitive contact with students' reality. This makes it a relevant methodological approach for today's schools, going beyond its origins in the 19th century and emphasizing transformation and critical reflection in education.