La teoría de la educación es disciplina y es herramienta necesaria para dominar la intervención pedagógica.

López, José Manuel Touriñán

doi:10.35869/ijmc.v1i1.2846

Cited by 2 publications

(5 citation statements)

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“…From this perspective, the concepts of Pedagogy can be used to interpret areas in which education is the context of interpretation and thus Pedagogy generates Pedagogy for the object "education". The key, from applied pedagogy, is to transform the field of knowledge to which it is focused, by interpreting it in terms of Pedagogy, in order to, in this way, build a education field, make an educational design and generate a pedagogical intervention which materializes the content of the expression "educate WITH" each of these fields (Touriñán, 2017b(Touriñán, , 2019c(Touriñán, , 2021a(Touriñán, , 2020c(Touriñán, and 2022a.…”

Section: Signification Of Knowledge Of Education As a Methodology Pri...mentioning

confidence: 99%

“…Sometimes we will need science of education (we will need substantive theories of education for explaining and understanding education in our own concepts, by making rules and norms derived from the process); we sometimes will need scientific studies of education, practical theories and theories for interpretation (rules for given goals and orientations of the action to certain consequences justified by the interpretative theory; to guide the intervention towards socially prescribed ends or to understand the educational intervention in terms validated by other consolidated disciplines, such as Psychology, Sociology, et cetera); finally, we will need philosophic studies of education (in plural) which focus on knowing the consequences that are derived for education from a certain conception of way of life, and, sometimes, we will need philosophical theory of education (in the singular) that focuses on making phenomenological, dialectical, criticalhermeneutical or linguistic analysis of an end in itself, studying the internal logic of the end within the conceptual system of 'education', et cetera (Touriñán, 2019b and2020c).…”

Section: Knowledge Of Education and Pedagogical Knowledge As A Specia...mentioning

confidence: 99%

“…Sometimes, we will make philosophical theories (in plural) of education, which focus on knowing the consequences that are derived for education from a certain conception of life (this is how philosophies of education or philosophical theories of education, in plural, are made) and, sometimes, we will make philosophical theory of education (in the singular) that focuses on making phenomenological, dialectical, criticalhermeneutical or linguistic analysis of an end in itself, studying the internal logic of the end within the conceptual system of 'education', et cetera (this is how the philosophy of education or philosophical theory of education, in the singular, is done). Philosophy becomes, in this case, a philosophy applied to education or, in 2 2 5 6 -1 5 3 6 • 4 2 • other words, an interpretive theory of education (Touriñán, 2019b and2020c).…”

Section: History Of Educatión Othersmentioning

confidence: 99%

“…They intend to solve the knowledge of education through concepts with a meaning intrinsic to the field of study. The concept of "substantive theory" corresponds to one of the three levels of analysis (level of theoretical analysis, substantive theory) which in Pedagogy are identified as an autonomous discipline of the knowledge of education Touriñán & Sáez, 2015, Touriñán & Longueira, 2016Rodríguez, 2006;Touriñán & Rodríguez, 1993;Touriñán, 2020c).…”

Section: Substantive Theories Of Educationmentioning

confidence: 99%

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Signification of knowledge of education as a methodology principle of pedagogical research and the relevance of common activity

López

2023

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Signifcation as a principle of methodology is a problem derived from how the theory-practice relationship is understood in each current of knowledge of education to justify valid knowledge. This work insists on the importance of the study of theory-practice relationship to obtain specialized and specifc knowledge of education: pedagogical knowledge. Education is a real feld that people may know in diferent ways, forms, and types. Several types of knowledge and rationality are useful for making knowledge of education: philosophical theories, practical theories, applied research, substantive theories have let them build it. To a higher extent, knowledge of education has already made particular and specifc concepts. This study establishes diferences between knowledge of education and knowledge of disciplines which are used in educative process. Besides this, it emphasizes and upholds the Educational Knowledge Growth Model. The second half of this work continues to explain the diferent possibilities that each current of knowledge of education has, for solving the problems which arise in the intervention, regarding to theory-practice relationship. All this has been made by focusing the discussion about the theory- practice connection in three diferent pedagogical currents (marginal, subaltern, and autonomous). By executing the external common activity, we improve and train the internal activitiescapacities: without the activity it is impossible to educate and through the activity it becomes possible for the educatee to be an actor-agent and an increasingly better author-agent of his own projects and acts. We shall see how the pedagogical function generates intervention by means of internal and external common activities. And we can conclude that common activity is necessary to solve education problems from Pedagogy.

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Section: Signification Of Knowledge Of Education As a Methodology Pri...mentioning

confidence: 99%

Section: Knowledge Of Education and Pedagogical Knowledge As A Specia...mentioning

confidence: 99%

Section: History Of Educatión Othersmentioning

confidence: 99%

Section: Substantive Theories Of Educationmentioning

confidence: 99%

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Signification of knowledge of education as a methodology principle of pedagogical research and the relevance of common activity

López

2023

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“…In relation to a cultural area which becomes an instrument and goal of education, that is, a field of education, in every pedagogical intervention there is pedagogical competence to intervene, pedagogical competences to design and perform concrete educational action and education in values related to the medium or field of education 4 into which the cultural area which we use to educate has turned (Touriñán, 2022a(Touriñán, , 2020a(Touriñán, , 2021a(Touriñán, , 2017a(Touriñán, , and 2020c.…”

Section: Inmentioning

confidence: 99%

The arts-education relationship, from the point of view or pedagogy, is not primarily to do professional artistic education. Educating "with" the arts means educating " throught" the arts and educating "for" an art

López

2023

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The objective of this work is to contribute to form criteria about arts-education relationship, from the point of view of Pedagogy, in the generic sense of understanding the arts as a field of education. This is an objective that is only resolved from Pedagogy, because, in Pedagogy, the relationship between ‘arts’ and ‘education’ means that the primary is education and therefore the relationship is substantively education. And that means that in the arts-education relationship, whose objective is to educate, it is necessary to integrate the traits of character and meaning which belong to the meaning of education. For this, the area of cultural experience “the arts” must be constructed as a field of education, whether it is a general field of education, a field of general education or a field of vocational and professional education. If we interpret and understand the arts from the perspective of education, the knowledge of education provided by Pedagogy is meso-axiologic, because what Pedagogy does is value the cultural area “arts” as education and build it as “field of education”. Pedagogy is necessarily specified as mesoaxiological pedagogy (medium-valueunderstanding) because the knowledge of education enables us to understand, in the intervention, each medium for its educational value. The objective of pedagogy is to transform information into knowledge and knowledge into education, building fields of education by means of the various cultural areas; and the arts constitute a cultural experience area which is knowable, teachable, researchable, and attainable that can become an instrument, object, and goal of education. The arts-education relationship can be analyzed with pedagogical criteria, and this means that the relationship is substantively education; it is first “education” and it is therefore an educational relationship. Thus, if we want to educate with the arts, by means of the area of cultural experience “Arts” we must achieve in the educatees (people who are being educated and are educated) values linked to the proper meaning of education just like any other school subject with which we are going to educate (it is what corresponds to common education through the arts). In addition, the arts-education relationship is adjectively “arts”, and this means that it provides education with the specific contents of the area of cultural experience “arts”. On the one hand, it provides specific educational values linked to the conceptual sense of the area of cultural experience ‘arts’: what does artistic experience means? how do I become sensitive to arts? How do arts improve me as a person, et cetera (this is what corresponds to specific education through the arts). On the other hand, it provides specialized educational values linked to the theoretical, technological, and practical knowledge of the arts as an area of professional and vocational development (it is what corresponds to specialized education in an art; it is specialized education for an art). The objective of this work is to contribute to understanding the arts as a common, specific, and specialized field of education. In pedagogical perspective, it is possible to distinguish, according to the arts-education relationship, the difference in meaning of the expressions “know arts”, “teach arts”, “educate with the arts”, “educate through the arts” and “educate for an art”. This distinction is relevant to make the educational design of the field of education ‘arts’.

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La teoría de la educación es disciplina y es herramienta necesaria para dominar la intervención pedagógica.

Cited by 2 publications

References 20 publications

Signification of knowledge of education as a methodology principle of pedagogical research and the relevance of common activity

Signification of knowledge of education as a methodology principle of pedagogical research and the relevance of common activity

The arts-education relationship, from the point of view or pedagogy, is not primarily to do professional artistic education. Educating "with" the arts means educating " throught" the arts and educating "for" an art

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