educational investigation

19 November 2015

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.

19 November 2015

This is a reply to José Luis Gavirias paper <The Priority of the Philosophy of Education over the Empirical Disciplines in Educational Research. A response to Gil Cantero and Reyero>. The main arguments to be discussed are as follows: Education is an action, not an object, nor a closed mechanism made of programmed inputs and outputs which can be probabilistically considered. Education is essentially constituted by value orientations; the complex reality of the human is not limited by what is real, current or empirical. What is possible is relevant too. Hope takes part of educational knowledge; the hope that what is unexpected finally happens. Judgment in education is a kind of unveiling, it is an empathic adequacy, it is the subjective experience of an educational ideal which appears to us as a whole coherent with a particular sense of reality.