Educational philosophy and empirical research: priority or parity? A Response to Gil Cantero and Reyero
This is a speculative response to the article published in this journal by Fernando Gil Cantero and David Reyero advocating the priority of philosophy of education on empirical research. This answer is based on four arguments: Contemporary empirical research involves an ontology rather complex than it is assumed in their paper.The relationship between both disciplines takes place at two levels: At the most general level they are interdependent; at the lower level, close to the action, they can not contradict each other. In order to apply knowledge coming from both disciplines to practical problems, an epistemic intermediary is necessary. This intermediary combines principles derived from both disciplines, but also additional assumptions that jointly shape a pedagogical normative. The epistemic intermediary is what we call the professional wisdom, whose intertwined components are wisdom and technology, both necessary for the professional performance of teachers.