Maturana’s key insights on learning, language, and emotions: implications for resisting psychologized language in education

This paper critiques traditional educational practices based on cognitive transmission, advocating for education as a self-formative process that embodies knowledge through practice. It challenges the notion of skills and knowledge as detachable, transferable assets, promoting instead an understanding of learning as inherently situated across diverse cultural and social contexts. By discussing Huberto Maturana’s relational ontology, the paper aligns his ideas with contemporary sociocultural theories, proposing a paradigm shift towards educational frameworks that emphasize embodied, relational learning. This shift aims to replace reductionist methodologies with approaches that recognize the complex interconnections in knowledge and learning.