Some Issues on the Epistemological Status of Pedagogy (or about How Much Education Theory Helps to Improve Education)
The main assumption of this paper is that the epistemological difficulties encountered in educational sciences require a continuous and deep reflection on the basics of pedagogical knowledge. Thus, a careful researcher will try to answer questions of his own research, being simultaneously aware of the hypothesis, research paradigms and methods that he uses. The topics of researcher’s epistemological reflection into the field of education could be: the nature and validity of the knowledge, the explanatory antinomies in education theories, the researchers’ liberty to choose specific research topics or the relationship between research and educational practice. The critic approach, the consistency of arguments and proofs, mutual feedbacks and significant debates could offer the context for emphasizing some valuable epistemological principles for research in the education sciences field.
pedagogical epistemology, pedagogical knowledge, philosophy of education, pedagogical language
FLORIN FRUMOS – Associate Professor, PhD, Teachers Training Department, Faculty of Psychology and Education Science, „Alexandru Ioan Cuza” University of Iași. E-mail: firstname.lastname@example.org
CONSTANTIN CUCOȘ – Professor, PhD, Teachers Training Department, Faculty of Psychology and Education Science, „Alexandru Ioan Cuza” University of Iași. E-mail: email@example.com