Epistemology and education: learning sciences and educational research from an epistemological perspective
In the present paper an analysis of the epistemological foundations on which the educational field has been founded since its origin until today is made, in order to understand in depth the current situation of educational research. To this end, a historical-epistemological study is carried out. Thi...
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| Publicado en: | Apuntes Universitarios |
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| Autores principales: | , , |
| Formato: | Artículo de revista |
| Lenguaje: | español |
| Publicado: |
Universidad Peruana Unión
2020
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| Acceso en línea: | Ver en el sistema de origen |
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| _version_ | 1881695019375525888 |
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| author | Gisella Boarini, María Inés Portela, Analía Elisa Di Marco, María |
| author_browse | Elisa Di Marco, María Gisella Boarini, María Inés Portela, Analía |
| author_facet | Gisella Boarini, María Inés Portela, Analía Elisa Di Marco, María |
| author_sort | Gisella Boarini, María |
| collection | Revistas |
| container_title | Apuntes Universitarios |
| description | In the present paper an analysis of the epistemological foundations on which the educational field has been founded since its origin until today is made, in order to understand in depth the current situation of educational research. To this end, a historical-epistemological study is carried out. This study seeks to uncover the justification that, in each moment and context, has founded the said field. This path shows that, at first, historicity (referred to the contextual, non-rational, non-scientific) was deliberately set aside to guarantee the development of a rational science. Later, and due to the persistence of certain epistemological problems, this historicity is understood as a value and becomes the disciplinary foundation. The work argues that the use of historicity as a criterion of justification (either to eliminate it or to use it) is not sufficient criterion to base the field. It requires a criterion that transcends the limits of the discipline itself and allows to face the problems related to historicity and consequent incommensurability.
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| format | Online |
| id | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/464 |
| institution | UPeU |
| issn | 2304-0335 2225-7136 |
| language | Spanish |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Apuntes Universitarios |
| spelling | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/4642020-06-16T21:44:36Z Epistemology and education: learning sciences and educational research from an epistemological perspective Epistemología y educación: ciencias de la educación e investigación educativa desde una mirada epistemológica Gisella Boarini, María Inés Portela, Analía Elisa Di Marco, María Learning sciences; educational research; educational philosophy; historicity; incommensurability Ciencias de la educación; investigación sobre la educación; filosofía de la educación; historicidad; inconmensurabilidad In the present paper an analysis of the epistemological foundations on which the educational field has been founded since its origin until today is made, in order to understand in depth the current situation of educational research. To this end, a historical-epistemological study is carried out. This study seeks to uncover the justification that, in each moment and context, has founded the said field. This path shows that, at first, historicity (referred to the contextual, non-rational, non-scientific) was deliberately set aside to guarantee the development of a rational science. Later, and due to the persistence of certain epistemological problems, this historicity is understood as a value and becomes the disciplinary foundation. The work argues that the use of historicity as a criterion of justification (either to eliminate it or to use it) is not sufficient criterion to base the field. It requires a criterion that transcends the limits of the discipline itself and allows to face the problems related to historicity and consequent incommensurability. En el presente trabajo se realiza un análisis de los fundamentos epistemológicos sobre los que se ha cimentado el campo educativo desde su origen hasta nuestros días, a fin de comprender en profundidad la situación actual de la investigación educativa. Para ello, se lleva a cabo un estudio histórico-epistemológico que procura develar la justificación que, en cada momento y contexto, ha fundamentado dicho campo. Este recorrido muestra que, en primer lugar, la historicidad (referida a lo contextual, no-racional, no-científico) de la ciencia de la educación fue dejada de lado deliberadamente para garantizar el desarrollo de una ciencia racional. En segundo lugar, y debido a la persistencia de ciertos problemas epistemológicos, esta historicidad es entendida como un valor y se convierte en el fundamento disciplinar. El trabajo argumenta que el uso de la historicidad como criterio de justificación (ya sea para eliminarla como para utilizarla) no es criterio suficiente para fundamentar el campo. Se requiere un criterio que trascienda los límites de la disciplina misma y permita hacer frente a los problemas relativos a la historicidad y a la consecuente inconmensurabilidad. Universidad Peruana Unión 2020-06-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/464 10.17162/au.v10i3.464 Apuntes Universitarios; Vol. 10 Núm. 3 (2020): Revista de Investigación Apuntes Universitarios; 113 -130 2304-0335 2225-7136 10.17162/au.v10i3 spa https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/464/547 https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/464/548 Derechos de autor 2020 María Gisella Boarini, Analía Inés Portela, María Elisa Di Marco |
| spellingShingle | Learning sciences; educational research; educational philosophy; historicity; incommensurability Ciencias de la educación; investigación sobre la educación; filosofía de la educación; historicidad; inconmensurabilidad Gisella Boarini, María Inés Portela, Analía Elisa Di Marco, María Epistemology and education: learning sciences and educational research from an epistemological perspective |
| title | Epistemology and education: learning sciences and educational research from an epistemological perspective |
| title_alt | Epistemología y educación: ciencias de la educación e investigación educativa desde una mirada epistemológica |
| title_full | Epistemology and education: learning sciences and educational research from an epistemological perspective |
| title_fullStr | Epistemology and education: learning sciences and educational research from an epistemological perspective |
| title_full_unstemmed | Epistemology and education: learning sciences and educational research from an epistemological perspective |
| title_short | Epistemology and education: learning sciences and educational research from an epistemological perspective |
| title_sort | epistemology and education learning sciences and educational research from an epistemological perspective |
| topic | Learning sciences; educational research; educational philosophy; historicity; incommensurability Ciencias de la educación; investigación sobre la educación; filosofía de la educación; historicidad; inconmensurabilidad |
| topic_facet | Learning sciences; educational research; educational philosophy; historicity; incommensurability Ciencias de la educación; investigación sobre la educación; filosofía de la educación; historicidad; inconmensurabilidad |
| url | https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/464 |
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