Hacia una pedagogía de la interioridad Un diálogo con la propuesta contemplativa de Benjamín González Buelta

Abstract

This paper proposes a comprehensive approach to accompanying university students, articulating the search for meaning in life with the spiritual dimension, in dialogue with the contemplative proposal of Benjamín González Buelta. Its central contribution lies in recognizing that the classroom can become a space for personal transformation, where young people reframe from their life experiences through dialogue, empathetic listening, and inner reflection. Through a testimonial and theoretical methodology, it addresses contemporary issues such as depression, eating disorders, substance use, suicide, and identity crises, highlighting how these affect the emotional, social, and spiritual well-being of young people. The importance of integrating educational practices that foster spiritual intelligence, contemplation in action, and a pedagogy of meaning—understood as an ethic of care and the promotion of hope—is emphasized. The text argues that spiritual accompaniment does not replace clinical intervention but complements it, offering spaces of meaning where young people can reconnect with themselves and with the transcendent. Contemplation, according to González Buelta, is lived in the everyday, transforming reality through a renewed sensitivity. Thus, education is presented as a theological space, where the human and the divine intertwine in the construction of a full and meaningful life.