Applying Ho Chi Minh’s Humanistic Educational Philosophy to Inclusive and Special Education: A Conceptual Framework

Abstract

This theoretical paper explores the relevance of Ho Chi Minh’s humanistic educational philosophy to contemporary inclusive and special education. Drawing on philosophical and documentary analysis of primary and secondary sources, the article identifies three core dimensions of Ho Chi Minh’s thought-dignity and equality of all learners, education for comprehensive human development, and the unity of learning and practice-and interprets them in light of current inclusive education discourses. Based on these dimensions, the paper proposes a conceptual framework for inclusive and special education that emphasizes respect for learner dignity, individualized support, and social participation, particularly for learners with disabilities. The framework is situated within global discussions on inclusive education and human rights, highlighting convergences and specific cultural contributions from a Vietnamese and Global South perspective. The article argues that Ho Chi Minh’s educational philosophy can enrich international debates by offering a historically grounded yet forward-looking vision of education that ensures no learner is left behind, regardless of disability or social background. As a purely theoretical contribution, this paper does not involve human participants, data collection, or clinical intervention, but instead provides a conceptual basis for future empirical studies on inclusive and special education informed by Ho Chi Minh’s thought.