Please use this identifier to cite or link to this item: http://hdl.handle.net/10316/45662
DC FieldValueLanguage
dc.contributor.authorFormosinho, Maria das Dores-
dc.contributor.authorReis, Carlos Francisco de Sousa-
dc.contributor.authorJesus, Paulo Renato-
dc.date.accessioned2018-01-03T16:37:16Z-
dc.date.available2018-01-03T16:37:16Z-
dc.date.issued2013-
dc.identifier.issn1130-3743por
dc.identifier.urihttp://hdl.handle.net/10316/45662-
dc.description.abstractIn 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.por
dc.language.isoengpor
dc.rightsopenAccesspor
dc.subjectEducation Sciences,por
dc.subjectMetatheorypor
dc.subjectEpistemologypor
dc.subjectPostmodernitypor
dc.titleEducation sciences: Towards a theoretical rebirth beyond reductionismspor
dc.typearticle-
degois.publication.firstPage47por
degois.publication.lastPage62por
degois.publication.issue1por
degois.publication.titleRevista Interuniversitaria de Teoría de la Educaciónpor
dc.peerreviewedyespor
degois.publication.volume25por
item.grantfulltextopen-
item.fulltextCom Texto completo-
item.openairetypearticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.languageiso639-1en-
crisitem.author.deptFaculty of Psychology and Educational Sciences-
crisitem.author.researchunitCEIS20 - Centre of 20th Century Interdisciplinary Studies-
crisitem.author.orcid0000-0002-9675-3810-
Appears in Collections:I&D CEIS20 - Artigos em Revistas Internacionais
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