Learning to Learn and Its Pedagogical Implication in Spain: An Approximation from the Philosophy of Education

Abstract

Learning by competencies has become an essential aspect of our educational system, therefore it is necessary to reflect on its configuration to improve in terms of its understanding and implementation in the educational practice. Reflecting on the competence to learn to learn from a pedagogical perspective and complementing the contributions already made by the approach of Psychology of Education allows us to obtain a broader view of the competence The aim of this paper is to provide a new perspective on Learning to Learn from the Philosophy of Education, as an area of knowledge, which may impact the theoretical-practical research in the field. Using an analytical methodology, we have reached a series of conclusions that we understand can influence the way we understand the competence and its educational practice. Finally, expanding the postulates proposed by educational psychology and reflecting from a philosophical-educational perspective, we propose a new approach in which four concepts intervene: student autonomy, experience as an essential element of the educational process, time management in education and self-knowledge as an essential aspect for an optimal development of the competence of Learning to Learn.