The active memory of pedagogic knowledge in contemporeinty
Abstract The paper discusses the critical meeting of three paradigmatic projects of the active memory of pedagogic knowledge: Comenius’s Didactic Knowledge, Herbart’s Pedagogy and Dewey’s Education, with some theoretical problems of the present time about education and teaching. The following methodological tools were used: the meeting of several approaches and thecniques suchs as the formation of concepts in the archeology of knowledge by Foucault; the history of concepts practiced by Koselleck and the relationship between concepts and present, from epistemology. The three Masters of Pedagogywere approached from two perspectives: 1) the relationship between the authors’ masterpieces and the historical moment of their production. 2) The inscription in a temporal order different from their production.
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Zapata Villegas, V. (2013). The active memory of pedagogic knowledge in contemporeinty. Historia De La Educación, 25, 533–552. Retrieved from https://revistas.usal.es/tres/index.php/0212-0267/article/view/11194
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