Abstract
The legitimacy of pedagogy, as scientific and philosophical discipline about education, has been questioned after the arrival of post-modernity. Postmodernity has suspected about traditional rationality and values of educational activity. but, at which point are going the pedagogues to defend the rationality of their proposals? Is still education the sphere of reason’s development in the students? Decisive questions like these are demanding the reconstruction of pedagogical reason, reconstruction which has to use the rubbles of postmodern deconstruction, but otherwise cannot reject democratic modernity and a great amount of its axiological legacy.
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