Starting from the evident contemporary overvaluation of experimental and techno-scientific knowledge, which has caused an epistemic fracture of knowledge, the present article, taking as a starting point an essential characterization of the analytical philosophy of language, analyzes some of the epistemological problems that still challenge intellectuals and educational agents in the production and transmission of knowledge. These challenges are in line with the search for processes-results of a scientific, academic, research and educational nature that are truly comprehensive and avoid discriminatory treatment of the agents who work in this or that field of knowledge. On this basis, possible points of encounter between the aforementioned theoretical trends are proposed, with the aim of making viable a response to the asymmetrical valuation of the different modes of cognitive approach to reality. In the second part of the article, the linguistic analysis of analytical matrix is understood as an epistemological and pedagogical tool of great relevance for the propaedeutic approach to any field of science. This procedure of linguistic purification contributes to a sort of catharsis, not only of the pseudo-linguistic problems, but also of the possible linguistic inaccuracies that may occur in the academic, research and educational fields. The article concludes by analyzing the epistemic opposition between the theoretical and practical aspects of scientific work. It is shown that the classic argument that "a good theory supports a good practice", while still valid, can be complemented through a truly holistic scientific and educational praxis. Hence, there is no longer room for those radical distinctions of confrontation between theory and praxis, as if they were two opposing and autonomous moments. Theory and praxis make up the only scientific, academic or educational activity.
|Translated title of the contribution||The Problem Of Knowledge And Education From Analytical Philosophical Trends|
|Original language||Spanish (Ecuador)|
|Journal||Sophía: Colección de Filosofía de la Educación|
|State||Published - 1 Jan 2017|
- Analytic philosophy
CACES Knowledge Areas
- 111A Education