Abstract
In this work the German philosophical origin of pedagogy as a science of training is analyzed; In particular, Herbart, Dilthey, and Natorp, having Kant as their antecedents, were the ones who developed and established the epistemological foundations of pedagogy as science. These authors showed, from their own perspectives of thought, a deep interest in pedagogy, seeing the intimate connection between it and philosophy. Recognizing this tradition, it is pertinent to mention the debate between pedagogy and science (s) of education, where it is argued that the training of education professionals can only be understood within the framework of certain traditions of thought and socio-historical conditions. Lastly, the need arises for an epistemological, theoretical and critical training of the pedagogue as thinking and acting professional who contributes in a reflective, purposeful and creative way to the improvement of society through education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
