Interpretive developments of the philosophy of education in the anglophone tradition: an attempt to systematise them

Abstract

The introduction of the analytical method to the field of the philosophy of education led to a first golden age, which, as the method closed in on itself and isolated itself from educational reality, resulted in an epistemological and institutional crisis. In view of that crisis, the generations following that first period began a lively debate on how to move forward. This article, with the aim of considering the positions proposed, derives from this latter scenario. Its method is characterized by two basic elements. The first is a systematic review of all articles on philosophy of education by the main authors in the discipline. The second is a hermeneutic exercise that attempts to compose a unitary discourse combining the main sensitivities of all of them. This results in the identification of five notable groups that differ mainly in the relationship that philosophy of education must maintain with educational practice and, consequently, in how the philosopher’s exercise of education should be considered. This leads into a discussion about whether it is possible to consider all of these positions as integral parts of a whole that seeks to understand the phenomenon of education and improve it overall instead of regarding them as parts in themselves. If there is one reasonably clear conclusion, it is that it seems unlikely that a unifying perspective like the analytical one will reappear and that a dynamic of reciprocal dialogical relations is necessary as a new emerging paradigm.

This is the English version of an article originally printed in Spanish in issue 272 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Luque, D. (2019). Desarrollos interpretativos de la filosofía de la educación en la tradición anglófona: un intento de sistematización | Interpretive developments of the philosophy of education in the anglophone tradition: an attempt to systematise them. Revista Española de Pedagogía, 77 (272), 67-82. doi: 10.22550/REP77-1-2019-08

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Author Biography

David Luque has a Degree in Theology and Pedagogy and a Doctorate in Pedagogy from the Universidad Complutense de Madrid. He currently teaches at the Universidad Rey Juan Carlos and carries out research along with Piero Coda. In recognition of his studies he was awarded the Special Degree and Doctorate Prizes, the Complutense Humanities Prize, and the National First Prize for Academic Excellence.

https://orcid.org/0000-0002-3809-5186

Citación recomendada | Recommended citation

Luque, D. (2019) . Interpretive developments of the philosophy of education in the anglophone tradition: an attempt to systematise them. Revista Española de Pedagogía, 77(272). https://www.revistadepedagogia.org/rep/vol77/iss272/12