Education Based on Evolutionary Processes?: Between Monopolized Intervention and Fundamental Human Assets

Abstract

Introduction: Intervening in behavioral problems within school settings involves de-monopolizing and de-medicalizing them in favor of the fundamental human good: psychological health. This assumes the existence of educational environments colonized by an ossified model of mental health, which has historically prioritized clinical benefits over a developmental perspective. Objective: In this essay, we value education as a means of human development, understanding that educational processes are interwoven with an evolutionary axis that transcends the idea of ​​abnormality and demands interventions that do not perpetuate and generate psychopathological stigmas. To address this problem, we aim to recover the meaning and scope of school psychological health as a teleological application that extends beyond its field of intervention and is not limited to clinical settings. Development: In the development section, we explain the idea behind the ongoing task of "caging the dodo bird," with the aim that the pursuit of school psychological health implicitly focuses on enhancing human development processes through an education based on evolutionary processes. This purpose arises from and aligns with the implementation of the recent process-based therapy (PBT) model, a model grounded in evolutionary science that offers evolutionary processes of change rather than a health-disease dichotomy. Conclusions: It is concluded with anthropological optimism that aligning with the aforementioned frontier model will contribute to a committed awareness of human potential mediated by classroom intervention, moving away from the tendency towards an expansionist approach that inverts practical values ​​in student development.