Paradoxes and Axioms in Inclusive Education: Fostering Dialogue and Critical Reflection

This article aims to re-examine the concept of inclusive education by challenging several axioms underlying theoretical, ethical, and moral principles against some paradoxes associated with inclusive practices. The research design prioritised an in-depth, interpretive exploration of relevant scholarly literature, policy documents, and theoretical texts to identify key themes and principles, following the thematic analysis method. An axiom can be defined as a statement or proposition accepted as true that serves as a basic assumption or principle upon which a logical system or theory is constructed. Although axioms are considered self-evident or well-established statements that do not require demonstration within the context of a system, they can be challenged by associated paradoxes as apparently self-contradictory statements that, upon closer inspection, may disclose hidden or non-obvious truths and reveal unexpected insights. Despite their distinct nature, paradoxes and axioms share similarities. Both are starting points for contemplation and deeper analysis, potentially leading to new understandings and theories to resolve apparent contradictions.