Abstract
I argue that the pedagogical theories based on modern epistemologies of instrumental reason are not entirely suited to studying education. This is due to the huge complexity and depth of man and education, which needs to be captured interpretively, with a hermeneutic or tactile intelligence, which is the Greek phronesis, or practical wisdom. This requires an effort to understand what can never be fully understood or illuminated, considered something symbolic, ambiguous, dark, singular, and contingent. Scientific reasoning, which aims to fully illuminate and master it is taking the wrong approach and one that is hostile to the nuances of this human reality called “education”.
Highlights
I argue that the pedagogical theories based on modern epistemologies
This is due to the huge complexity and depth of man and education
taking the wrong approach and one that is hostile to the nuances of this human reality called
Summary
En la actual investigación educativa debemos plan- idea emancipatoria” (Pérez Luna, 2003, 94). Ctica de una razón instrumental, que tiende a ejercer la pedagogía sería más útil si no se centrara tanto en su dominio contra el propio sujeto que se vale de ella ofrecer respuestas, sino en interrogar(se), en sospepara dominar el mundo, sería uno de los señalados char de sus propias explicaciones y en introducir elepeligros (Horkheimer y Adorno, 2001). En las palabras empleadas por Esteban, educar nivel ontológico, a una sima, en la que Gadamer halla sería entrar en contacto con la cultura y con la historia que la interpretación y la auto-comprensión se hace como algo complejo, inasible del modo reduccionista como inmersión en tradiciones que dotan de horizon- con que trata de hacerlo el paradigma moderno de tes de sentido, de fines, de perspectivas. Un cierto velo, con un aire difuso, veteado de nada y de incertidumbre
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