Memoria y prospectiva de la Teoría de la Educación

Abstract

This article attempts to provide different ideas that will help to reconstruct the narrative of the Theory of Education as an academic discipline by studying its institutional evolution. The analysis carried out demonstrates the current opportunity to establish a Theory of Education that, on the basis of its theoretical nature, can restore the educational essence to the heart of pedagogical discourse, without renouncing the complexity of its singularity. Understanding the complexity of education implies mastering a broad, general pedagogical interest in such wide-ranging topics as learning to untangle the multiple ways of approaching the educational reality, adopting diverse criteria of rationality, accepting diverse routes to establish theoretical foundations and integrating orientations for actions at different levels. All these elements are necessary in order to recover the essence of education in its fullest meaning and to avoid the risk of the depedagogization of the Educational Theory.