The article addresses the importance of the methodology of existential understanding within the context of reflective pedagogy. It proposes parameters that educators can use in developing a situated consciousness, where a vision of the indivisible totality is made evident through the ongoing integration of the mental ecosystem's three facets: knowledge, sensitivity, and action. It suggests that educators build a solid base of existential understanding so as to lend significance to their knowledge and to the actions they take on stage.
methodology of existential understanding; educator; inclusive school