Please use this identifier to cite or link to this item:
Title: Education sciences: Towards a theoretical rebirth beyond reductionisms
Authors: Formosinho, Maria das Dores 
Reis, Carlos Francisco de Sousa 
Jesus, Paulo Renato 
Keywords: Education Sciences,; Metatheory; Epistemology; Postmodernity
Issue Date: 2013
Serial title, monograph or event: Revista Interuniversitaria de Teoría de la Educación
Volume: 25
Issue: 1
Abstract: In order to clarify the directions that Education Sciences may take in the near future we start by discussing the current epistemological predicament of Education, and then articulate this discussion with an assessment of the impact of some major determinant external factors. We proceed by presenting the thread of Modernity in the configurations of educational reason and the impact of the inner fracture of reason fostered by Postmodernity, which leads us to conclude with the epistemic and normative requirements for theorizing Education. To avoid reductionism, we propose a triangular metatheory that should be able to account for the irreducible complexity of education. It presents a three-dimensional field where Education Sciences comprise, firstly, a hermeneutic and speculative dimension, cultivated by philosophy and oriented towards the setting of values and goals for the action, secondly, a descriptive and explanatory dimension, common to other Social Sciences, and thirdly an operational and technological dimension which surpasses the mere technical rationality confined to the selection of means and operationalization of goals, and therefore is in search of an intersubjective agreement that builds a consensus on the deontological normativity that regulates the activity of the professional educator, in its role of free agent and as a resource for action and change.
ISSN: 1130-3743
Rights: openAccess
Appears in Collections:I&D CEIS20 - Artigos em Revistas Internacionais

Files in This Item:
File Description SizeFormat
Show full item record

Page view(s) 20

checked on Sep 27, 2022


checked on Sep 27, 2022

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.