Educational Hilemorphism: Dialectical Mediation Between Matter (Student’s Potential) And Form (Pedagogical Structures) From A Transcomplex And Multidimensional Praxis

Abstract

Introduction: this study examines the dialectic of educational reality from a hylemorphic perspective, where education emerges from the interaction between the student’s intrinsic potential (matter) and the pedagogical structures (form) that organize such potential. Method: a dialectical approach is used, integrating Aristotelian hylemorphism and transcomplexity, analyzing the contributions of various theorists such as Vygotsky, Freire, and García Carrasco to overcome the subject-object dichotomy in education. Results: the analysis identifies three key elements: 1) The student as educational matter with bio-psycho-social dimensions in constant transformation; 2) Pedagogical structures as flexible forms that must adapt to student diversity; and 3) The dialectical tension between rigid educational systems and the need for adaptable approaches. Discussion: the synthesis of this dialectic leads to the proposal of “inclusive transeducation,” an approach that integrates student complexity through flexible pedagogical practices such as project-based learning and metacognition, emphasizing shared responsibility between student and teacher. Conclusion: reinterpreted hylemorphism reveals education as a dialectical process where matter (student) and form (education) mutually influence each other, demanding pedagogies that integrate social, ethical, and cognitive dimensions to facilitate comprehensive human flourishing.