Epistemic rupture in the pedagogical praxis

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Published: 2013-06-30
DOI: https://doi.org/10.17163/soph.n14.2013.07
Keywords:
Epistemology, pedagogy, classroom practice, pedagogical proposal, pedagogical knowledge.

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Xavier Merchán Arízaga

Abstract

This article progressively deals with the problem of theory and educational practice, pointing out an epistemic rupture in educational practice. It starts by defining what epistemology, pedagogy, and pedagogical knowledge is; to ask itself about the coherence between theory and the implementation of it. The document ends by criticizing the Ecuadorian pedagogical proposal.

Article Details

Issue
No. 14: (January-June 2013): Epistemological Statute of Pedagogy: Understanding and Praxology
Section
Monographic articles

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