Education Epistemology – A Border Subject in the Context of New Social Sciences

Abstract

The aim of this article is to propose and emphasise the inclusion of a new borderline sub-subject into the education sciences. The epistemology of education, as part of the philosophy of education (therefore part of philosophy) may also be a sub-subject of the education sciences. Other subjects considered “borderline” that have an interdisciplinary approach and equally belong to two separate subjects had as well a similar path, such as, the sociology of education – that is, at the same time a branch of sociology and a sub-subject of the education sciences. Therefore, against the current background of methodological, conceptual and disciplinary hybridisation, the epistemology of education has the role of founding the knowledge in the field of education sciences; it also has the role of normative foundation, emphasising the role and significance of the most general scientific statements, axioms, laws, principles and rules, in the critical foundation of knowledge and the relation between these laws and the educational praxis. Also aspects related to the sources of knowledge in education, the types and methods of knowledge specific of these sciences, the critical analysis of educational concepts, principles, laws – are an epistemological approach of education, insufficiently investigated so far, whose purpose is to clarify, to elucidate and to develop knowledge.