This book has a critical, meta-theoretical, epistemological-methodological, and partially historical character and aims to enhance the perception or awareness regarding the factors of the context (house, environment), the body, experience, and representations that enter into the various fundamental theoretical and epistemological-methodological issues of psychology and psycho-pedagogy.

It also aims to provide a framework for sensitization, orientation, and critical reflection on the importance of context (ecological, pragmatic, spatio-temporal, interpersonal, cultural, etc.), the body, and experience in the processes of communication, education, knowledge, learning, and development, and more generally in the processes of knowledge and human daily activity under the conditions of modern society.

In the individual chapters of the book, there is also a presentation and evaluation of this contemporary problematic, having as a central axis of reflection the possibilities of utilizing and, to the extent possible, synthesizing selected relevant theoretical approaches (mainly those of ecological, socio-historical-cultural, narrative-dialogical, embodied, and multimodal approaches) in the spirit of an eco-embodied-experiential perspective.

From this perspective, against the biological, individualistic, positivistic, mechanistic, linear, reductionistic, and cognitivist-oriented approaches of psychology and psycho-pedagogy, more complex units and levels of analysis are proposed, as well as an expanded understanding of the dialectics of social relations with the psychological and everyday activities of individuals.

Based on this perspective is the alternative proposal in education and the processes of learning and development, that of Experiential, Heuristic, and Narrative-Dialogical Psycho-pedagogy, which is contrasted with the dominant paradigm of intellectualism and cognitivism.

The book is particularly useful for psychologists, educators, as well as undergraduate and postgraduate students and new researchers interested in alternative psychological and psycho-pedagogical approaches.