Education sciences: Towards a theoretical rebirth beyond reductionisms

Detalhes bibliográficos
Autor(a) principal: Formosinho, Maria das Dores
Data de Publicação: 2013
Outros Autores: Reis, Carlos Francisco de Sousa, Jesus, Paulo Renato
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10316/45662
Resumo: 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.
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spelling Education sciences: Towards a theoretical rebirth beyond reductionismsEducation Sciences,MetatheoryEpistemologyPostmodernityIn 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.2013info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10316/45662http://hdl.handle.net/10316/45662eng1130-3743Formosinho, Maria das DoresReis, Carlos Francisco de SousaJesus, Paulo Renatoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2020-05-25T03:16:21Zoai:estudogeral.uc.pt:10316/45662Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:49:59.953165Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Education sciences: Towards a theoretical rebirth beyond reductionisms
title Education sciences: Towards a theoretical rebirth beyond reductionisms
spellingShingle Education sciences: Towards a theoretical rebirth beyond reductionisms
Formosinho, Maria das Dores
Education Sciences,
Metatheory
Epistemology
Postmodernity
title_short Education sciences: Towards a theoretical rebirth beyond reductionisms
title_full Education sciences: Towards a theoretical rebirth beyond reductionisms
title_fullStr Education sciences: Towards a theoretical rebirth beyond reductionisms
title_full_unstemmed Education sciences: Towards a theoretical rebirth beyond reductionisms
title_sort Education sciences: Towards a theoretical rebirth beyond reductionisms
author Formosinho, Maria das Dores
author_facet Formosinho, Maria das Dores
Reis, Carlos Francisco de Sousa
Jesus, Paulo Renato
author_role author
author2 Reis, Carlos Francisco de Sousa
Jesus, Paulo Renato
author2_role author
author
dc.contributor.author.fl_str_mv Formosinho, Maria das Dores
Reis, Carlos Francisco de Sousa
Jesus, Paulo Renato
dc.subject.por.fl_str_mv Education Sciences,
Metatheory
Epistemology
Postmodernity
topic Education Sciences,
Metatheory
Epistemology
Postmodernity
description 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.
publishDate 2013
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