"Resilience is a concept that in recent years has become a reference for socio-educational action. This concept is not without controversy. Its traditional conception is being reviewed by various researchers who question whether resilience is understood exclusively as a person's capacity to overcome adversity (Ruiz-Román, Juárez and Molina, 2020). If resilience is understood exclusively as a quality that is ""in"" the person and not as a process generated ""between"" people, the responsibility for overcoming or not overcoming adversity will fall on the person, while the social environment will be exempt from any responsibility or criticism (Ruiz-Román, Velasco and Juárez, 2022).
The individualistic conception of resilience disposes the person to carry out heroic actions, to develop titanic efforts... which, although more than meritorious, sometimes denote a lack of backing and social support (also from systems, structures, norms and other social mechanisms). Overcoming adversity alone is not the same as overcoming it in company. It is always easier to face difficulties with support. People are stronger together. Since our origins as a species (Arsuaga and Martínez, 1998), human beings have lived in community as a mechanism for survival and coping with adversity. For this reason, the individualistic tendency to see resilience as something exclusively personal is dangerous, because it leaves us defenceless in the face of adversity, because it leaves us outside the shelter of the group, and because it excuses the group from its responsibility to create community.
It is therefore easy to understand that the individualistic conception of resilience conflicts with the idea of social justice and with a model of society where people become co-responsible for their peers and the community in which they live. Only if resilience is understood as something that must be generated in community can resilience be understood as an ethical and interesting model for the praxis of pedagogy and social education (Vilar & Riberas, 2020).
This monograph aims to delve into the meaning of resilience, as well as the community approach that it must inevitably have from an educational perspective. Resilience has become one of the recurring words in the praxis of pedagogy and social education. However, as with the word education, it is a word that is used indiscriminately to refer to other processes. Indeed, when we talk about education, we are not always talking about processes that we can really consider educational. Sometimes we use the word education to refer to processes of uncritical primary socialisation or even indoctrination, which in no way could be considered educational processes (Esteve, 1983). Something similar happens with the word resilience. The idea of resilience is being used ..."