Research and Extension

This vision deepens in his award-winning paper, “Existentialism and Inclusive Education: Learning as Self-Actualization Across the Lifespan” , which earned 2nd Place (Faculty Category under the theme: Inclusive Education and Lifelong Learning) at the DC-SLMES 2nd Research Conference on Mission Driven Education.

Here, Aquino reframes inclusion, not as a bureaucratic requirement, but as a philosophical imperative grounded in human dignity. Drawing from Soren Kierkegaard and Jean-Paul Sartre, he presents education as a process of self-creation. If, as Sartre argues, “existence precedes essence,” then learners are not defined by labels, backgrounds, or limitations; they are open possibilities. Aquino challenges traditional, mechanistic teaching by emphasizing freedom, choice, and responsibility.

In this view, learners are not passive recipients but active agents, called to authenticity rather than conformity. Inspired by Kierkegaard’s idea that “truth is subjectivity,” education becomes an inward journey where knowledge gains meaning only when personally lived. Classrooms, therefore, must shift from standardized instruction to flexible, inclusive spaces where teachers act as facilitators and co-inquirers, and where difference becomes the foundation for shared flourishing. More than a classroom philosophy, Aquino extends this framework to lifelong learning.

Together, Aquino’s works offer a powerful contribution to the academic community: a call to transform education from a system of transmission into a moral praxis rooted in freedom, dignity, and meaning. His research reminds us that education is not merely about producing knowledgeable individuals or shaping minds, but about shaping lives and forming persons capable of choosing, sustaining, and living the good in a complex world. Moreover, Mr. Aquino, through his research, exemplifies LCIC’s commitment to critical thinking, innovation, and meaningful academic engagement.