El instinto luchador (SERIE CLÁSICOS DE LA EDUCACIÓN ) (Spanish Edition)

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In the second point, although the main purpose of this analysis was to quantify the rise in interest in Dewey in contemporary Spanish pedagogy, a global assessment can be made of what this production means. This is due to two main reasons. Spain is by no means immune to this problem, as can be seen in the Spanish example given above of how Dewey gets lost, this time, in translation. Nevertheless, this is consistent with what happened in the past.

It is as if the reasons why Dewey was only partially known by scholars and professionals in Spanish education in the ILE circles continued on today in the theory of education in Spain, under new forms of inertia but leading to a similar result in terms of not taking Dewey seriously. As Dewey himself said, we can understand these inertias as habits and customs of thought: We are always possessed by habits and customs, and this fact signifies that we are always influenced by the inertia and the momentum of forces temporally outgrown but nevertheless still present with us as a part of our being.

Human life gets set in patterns, institutional and moral. This is quite astonishing since in terms of the development of thinking about education for democracy in the 20th century, the figure of John Dewey towers above everyone else. His is the most significant contribution to thinking about education and democracy.

And a more detailed revision of how Dewey defined the field of philosophy of education in Democracy and Education would also be extremely useful in solving some of the core problems that the theory of education is facing today in Spain. Thus, while the case of the theory of education in Spain is a historical problem that needs to be analyzed historically, the motives and outcomes of this decision were and are epistemological.

As such, I also think the answer comes in the shape of an epistemological proposal, conscious of its inheritance and knowledgeable of the needs and problems of today. However, I believe the problem may be in the shape and direction of that wish by thinking that theory and practice are two substantially contrary things, different and irreconcilable.

The theory of education is neither more nor better as a theory of education, it will not generate more or better growth, not in itself as a discipline, not in education as a field of interest, if it is less theory based and more practice based, or less philosophy and more science, or less speculative and more empirical.

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Perhaps the problem lies in the question itself, and perhaps also in the hope of finding a disciplinary model that normatively closes how supposedly theoretical and practical discourses should be modulated. Perhaps what we need to do is simply to initiate a real conversation in the form of our own reconstruction. A more detailed revision of how Dewey defined the field of philosophy of education in Democracy and Education would also be extremely useful in solving some of the core problems that the theory of education is facing today in Spain.

The argument I am advancing here is that the pragmatism that gave Dewey such good results when exploring a philosophy of education that is deeply educational while still being philosophy may also help solve some of the problems felt in the theory of education in Spain. At the same time, this would also lead us to a more integrated reading of Dewey, rather than strictly philosophical or purely pedagogical.

Moreover, such integration is fundamental in Dewey, since philosophy to him has a transformative sense with a certain direction. Indeed, this dual transformative-orientative quality of philosophy is what makes it a deeply educational area. Therefore, rebuilding the theory of education as per Dewey would lead us to understand his activity as i an imminently empirical endeavor that ii does not propose transcending the realm of experience, and that, however, iii can be explored along many different paths, the most characteristic being the conceptual path. It may be well worth our while to try.

Revista Interuniversitaria 16 , Currie - Knight K. De la Fuente M. View all copies of this ISBN edition:. Synopsis Rare book "synopsis" may belong to another edition of this title. Buy New Learn more about this copy. About AbeBooks.

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