Pedagogical bias and the validity of pedagogy

Abstract

This article analyzes a series of statements commonly used in contemporary educational discourse, but whose underlying assumptions do not constitute fundamental elements of education. To explain these expressions, the concept of pedagogical bias is proposed, understood as a distorted interpretation of educational reality that, relying on statements of apparent rationality or widespread social acceptance, leads to erroneous judgments about the educational process and reinforces practices perceived as necessary or appropriate, even though they lack a solid foundation. The analysis categorizes these biases into five categories: those related to the teacher and their work; the school and the nature of schooling; pedagogy and its object; teaching and its implementation; and education and its purpose. The main findings identify that these pedagogical biases stem from good intentions; however, they generate undesirable consequences in the educational field, altering the conditions of schooling and distorting teaching, prioritizing learning for its own sake and elevating the student to a subject to be satisfied. The text concludes by vindicating the role of pedagogy as a field that reflects on, investigates, and conceptualizes education, and therefore cannot be simplified to a set of techniques focused on criteria of efficiency and effectiveness