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The pedagogy of being is an educational approach that focuses on the comprehensive understanding of the student as a unique and multidimensional being. In addressing diversity, this pedagogy seeks to create inclusive learning spaces that respect individual differences and promote the full development of each student. Advances in neuroscience have enriched this approach by demonstrating how the brain learns and develops in environments that foster empathy, emotion, and social connection. These findings reinforce the need for pedagogical approaches that consider not only the cognitive aspects of learning but also the emotional and social dimensions, as proposed by the pedagogy of being. This essay analyzes how contributions from authors such as Rudolf Steiner, Humberto Maturana, Paulo Freire, Francisco Mora and Lev Vygotsky, along with the Universal Design for Learning (UDL) approach, contribute to building a pedagogical model that recognizes and values diversity in the classroom. It discusses the importance of integrating the findings of neuroeducation, especially those presented by Francisco Mora, into the pedagogy of being to develop educational practices that are more inclusive, humane, and effective, and reflects on how this approach can transform current education.
