Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction

Abstract

Concepts have a polysemic nature, meaning that they are interpreted in different ways, depending on disciplinary fields and diverse elements such as intentions, historical periods, rationalities, life stories, cosmogonies, prejudices, ideologies, among other aspects. In this case, the concept of educational training is not the exception. Therefore, it becomes necessary to build its history and identify the meanings embedded in it by the authors who study it. This will allow to avoid the reduction and restriction of its meaning. The purpose of the present work is to reflect on the concept of educational training with the intention of showing both its polysemic nature and the implications it has with the people who interpret it. It has been prepared considering the results obtained from the research "Educational Training, a concept vitalized by Gadamer" and "The notions of training in researchers", which are based on the statements and privileged axes of analysis of the states of knowledge of the Mexican educational research and recent findings. The work is theoretical, and descriptive analysis is privileged, the approach is interpretive, and it is aimed at identifying the similarities and differences of a set of training notions. It is also based on assessing the degree of involvement between the person as its being trained and the person as it elaborates notions about it own training. Among the results obtained are the following: the concept of educational training is historical because it has been interpreted within different historical periods, disciplinary fields, research perspectives and life history of the people who study it. Also, the notions of educational training developed are characterized by the involvement that the person has when living it and conceptualizing it. The work concludes by stating that the construction of the history of the concept of training is under construction by people interested in the subject. The contributions made through the notions are the references to identify the evolution of the concept and the efforts to enable its original meaning and avoid the reduction and restriction of its meaning by evoking the instrumental meaning.