“Educational practice” and its relevance as a unit of ontological, epistemological and socio-historical analysis in the field of education and pedagogy
This article discusses educational practice as a potential unit for ontological, epistemological and socio-historical analysis in the field of education and pedagogy. The author reviews the ways in which contributions from the so-called “new philosophy of science” have led to a redefining of the con...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/57915 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/57915 |
| Access Level: | acceso abierto |
| Palabra clave: | Educational practice Philosophy of education Educational theories Ecology of practices Theory-practice relationship Práctica educativa Filosofía de la educación Teorías de la educación Ecología de prácticas Relación teoría práctica |
| Sumario: | This article discusses educational practice as a potential unit for ontological, epistemological and socio-historical analysis in the field of education and pedagogy. The author reviews the ways in which contributions from the so-called “new philosophy of science” have led to a redefining of the concepts of science, knowledge, theory and practice, and how this has led to a reconfiguration of the debates in the field of educational philosophy. The author describes education as a nexus of interwoven educational practices, and proposes a definition of “educational practice.” Lastly, the article offers reflections on the contributions of “educational practice” as a type of analytical approach oriented toward enriching an understanding of educational processes and the dynamic of change in education. |
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