Abstract

This article aims to present a necessary relationship between philosophy and education, the latter being the process of human development, the humanization of man. The philosopher is an object of reflection for the philosophy of education; this is the starting point for the study of the thought of Leopoldo Zea, Mexican philosopher who sought to understand man as concrete, of flesh and blood, who enters into dialogue with his circumstances, seeking solutions to his vital problems in those circumstances themselves. According Zea, the Latin American is neither European nor Indian, but rather a mestizo, a juxtaposition of cultures. In this debate our reflection is situated: How the circumstantial philosophy of Zea contributes to our ideas on education. For Zea, Latin Americans need to be aware of their condition of cultural dependency on Europe so that then the can emancipate themselves. Only in this manner is a critical education possible that allows the liberation of this man. The man who is aware of himself is also aware of his humanity and recognizes humanity in another man. Zea’s circumstantial philosophy is a critique of the notion of philosophy as an atemporal and contemplative vision of a closed and “decircumstantialized” world, which leaves aside perspective of concrete man. Zea’s circumstantial philosophy results in a project of historical transformation because it proposes a self-reflective gaze to become aware of models of being human imposed on him so that he can emancipate himself and overcome his condition of dependency.