How to Make Educational Spaces Sites of Integration and Communion.

This contribution, using the assumptions of interpersonal neurobiology and pedagogy of communion, explores how educational spaces can be transformed into places of communion and integration through pedagogical models that encourage dialogue, active participation, and respect for diversity, focusing on social love as a driving force. The premise is that, as human beings, we are fundamentally interconnected with each other and with nature, equipped with an interpersonal mind whose purpose is to enable us to build relationships with everything around us, through the ability to recognise the other and put their needs at the centre, so transforming "the other from me" into "another with me" and "another for me." Our hypothesis is that many of the challenges to global health we now experience in multiple ways across humanity are caused by a limited and limiting view of self. Through a qualitative approach, the dual model of agency and communion that describes two fundamental dimensions of human functioning and social behaviour, we aim to illustrate how social love can act as a catalyst for addressing identity tensions and fostering harmonious coexistence, contributing to profound social transformation. Finally, this work seeks to provide practical insights for educators and policymakers, suggesting strategies to reimagine educational institutions as spaces of learning and growth, where social love becomes a fundamental principle for collective well-being. Education represents the site of social change when the educational system becomes genuinely inclusive and capable of meeting the needs of all people, thus contributing to overall sustainable development.