Philosophy as a continuation through the educational task

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Published: Feb 6, 2025
Updated: 2025-02-06
Versions:
2025-02-06 (2)
DOI: https://doi.org/10.17163/soph.n37.2024.07
Keywords:
Philosophy of Education, Learning, Teaching, Role of Education, Human action, Pragmatics

Main Article Content

Jorge Alarcón Leiva
Universidad de Talca
https://orcid.org/0000-0001-9915-1949

Abstract

The article addresses the current state of the Philosophy of Education, which seeks to understandthe nature and foundations of education to improve its effectiveness. It identifies a significant gapbetween the theoretical and practical problems of education, as they are perceived and responded to on the public agenda. This separation limits the explanatory capacity of the discipline and reducesits relevance for educational actors. Given this panorama, the article proposes to explore how to integrate educational theory and practice. The methodology of the article involves a critical analysisof Wittgenstein’s point of view, enriched with the perspectives of Williams and Medina. It examineshow these philosophers address the relationship between philosophical theory and educationalpractice, especially in terms of how beliefs and instructional processes are interrelated and can beunderstood from an integrated perspective. The main results suggest that integrating philosophicaltheory with educational practice allows not only a deeper understanding of the foundations ofeducation, but also an improvement in the effectiveness of educational strategies. In addition, finalconsiderations are raised about the current state of philosophical research in education, highlightingthe importance of continuing to explore these connections to move towards a more comprehensiveand practical approach in the Philosophy of Education.

Article Details

Issue
No. 37 (2024): (July-December 2024):physics, metaphysics and education
Section
Miscellaneous
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References

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