Wilhelm Flitner: education and pedagogy in the field of the spirit sciences

Joan C. Rincón Verdera

In this paper we present a historical study of the culturalist contributions of Wilhelm Flitner specific processes for the epistemologization of contemporary pedagogy. From a literature review of the author, content analysis and comparison with literature on the subject, we conclude that Flitner proposed rework the epistemological body of pedagogy, following the neo-Kantian, own rationalist tradition of the first half of the century XX. Education is a spiritual activity and pedagogy is a pragmatic human science, whose object is the hermeneutic understanding of education in its historical and cultural context. Flitner ended up confusing the fields of Theory of Education with the Philosophy of Education. Both fields, but equally legitimate, are different.

The Philosophy of Education should not replace theoretical studies on education, which correspond to the Theory of Education.