Educación, símbolo, tacto.más allá del modelo instrumental en la pedagogía

Abstract

I argue that the pedagogical theories based on modern epistemologies of instrumental reason are not entirely suited to studying education. This is due to the huge complexity and depth of man and education, which needs to be captured interpretively, with a hermeneutic or tactile intelligence, which is the Greek phronesis, or practical wisdom. This requires an effort to understand what can never be fully understood or illuminated, considered something symbolic, ambiguous, dark, singular, and contingent. Scientific reasoning, which aims to fully illuminate and master it is taking the wrong approach and one that is hostile to the nuances of this human reality called "education". © 2013 CSIC.