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Leonardo Polo's Transcendental Anthropology could be a substantial contribution to the foundation of «Education», that's why it is pertinent to broaden its study and use it in the philosophy of education. Polo's anthropology distinguishes in man a triple dimension: a) the human nature, composed of the body and the soul -with its faculties of intelligence and will-in a natural state; b) the human essence, consisting of the perfections acquired in nature -habits of the intelligence and virtues of the will-from the act of being through the innate habit of synderesis (the modern self); c) the personal act of being, composed by free coexistence, personal knowing and personal loving. Approaching issues of philosophy of education, Polo defines the educational task as «helping to grow», a notion he acquires from the Spanish educator Tomás Alvira. Through a bibliographical review of Polo's anthropological work, this concept of education is explored in depth. Analyzing the Polian writings, it is concluded that education must be developed from the person, because in this way, each man -unique and unrepeatable-, with the guidance and help of his educators, will be able to fulfill his intimate mission and grow in an unrestricted way in habits of the intelligence and virtues of the will. [ABSTRACT FROM AUTHOR]

This article aims to expand the theoretical basis of personalised education with the help of Leonardo Polo's transcendental anthropology. Specifically, it addresses the difficulty of arranging learning and teaching so that they can be regarded as parts of a strict duality, that is to say, exercises that cannot be done without both elements. This particular mutual reference or intrinsic opening enables personalised educational growth, which is intrinsic or habitual perfecting, thus preventing learning and teaching from becoming disconnected as parallel processes that are only coincidentally related. Personalised education, inspired by Leonardo Polo, is understood as a perfecting in common of educators and learners that each of them achieves in duality with the other. In personalised education, teaching and learning are intersubjective or social manifestations that are peculiar to the essence of each human being, given that teaching and learning happen in living-with others, with the performance of individual tasks in a secondary position. [ABSTRACT FROM AUTHOR]

In this work we study the human personal love and the divine personal love according the transcendental anthropology of Leonardo Polo. We sustain that the human personal love is naturally open to the world, to others, to the self, and over all to God; that it is growing and susceptible of be elevated by God. The divine personal love is pluripersonal and is open to the man in his creation, elevation and glorification. [ABSTRACT FROM AUTHOR]