Philosophy as a continuation through the educational task
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Abstract
The article addresses the current state of the Philosophy of Education, which seeks to understand
the nature and foundations of education to improve its effectiveness. It identifies a significant gap
between the theoretical and practical problems of education, as they are perceived and responded to on the public agenda. This separation limits the explanatory capacity of the discipline and reduces
its relevance for educational actors. Given this panorama, the article proposes to explore how to integrate educational theory and practice. The methodology of the article involves a critical analysis
of Wittgenstein’s point of view, enriched with the perspectives of Williams and Medina. It examines
how these philosophers address the relationship between philosophical theory and educational
practice, especially in terms of how beliefs and instructional processes are interrelated and can be
understood from an integrated perspective. The main results suggest that integrating philosophical
theory with educational practice allows not only a deeper understanding of the foundations of
education, but also an improvement in the effectiveness of educational strategies. In addition, final
considerations are raised about the current state of philosophical research in education, highlighting
the importance of continuing to explore these connections to move towards a more comprehensive
and practical approach in the Philosophy of Education.
Article Details
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References
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