The Concept of Bias as a Gateway to a Philosophy of Coexistence

Educational Curricula as a Practical Framework

Abstract

In a world rife with friction, conflicts, and fierce competition, the call for coexistence emerges as an urgent necessity for all. This imperative raises dualities: distinction/assimilation and conflict/coexistence. This paper explores the following problem: What is the concept of bias, and how can it serve as an entry point to a philosophy of coexistence through educational curricula?

Adopting an inductive-analytical approach, the paper examines the concepts of bias and coexistence, then traces manifestations of bias in educational curricula that foster distinction; analyzing its practical utility. It critically deconstructs "enlightened" yet dogmatic, supremacist ideas that reject coexistence, and proposes actionable strategies for integrating coexistence into curricula. Such integration, the paper argues, prevents conflict and collision while preserving the self from assimilation into the other, regardless of the latter’s status.

The study concludes with key findings: Bias is a constructive (not destructive) notion; it signifies self-actualization without supremacy or antagonism toward the other; and educational curricula are the optimal tool for both preserving identity and achieving coexistence; free from conflict and confrontation.