Philosophy of education and pedagogical theory

Abstract

The author submits to critical analysis the model of the "science of education", based on the thesis that it is up to the philosophy of education to identify the values and educational purposes, and highlights the difficulties and inconsistencies. Above all, that model is not able to cope with the axiological pluralism that characterizes today's democratic and multicultural societies. Given that it does not allow to draw up a catalog of shared purposes from which to move to develop and organize interventions and institutional (public) projects of education.  Once it is recognized that this is the 'great' question that pedagogical research is required to address today, it is necessary to provide, as a priority, for an operation of revision and 'epistemological reconstruction' of pedagogy.