Cuatro décadas de teoría de la educación: ¿una ecuación imposible?

Abstract

This article discusses how Spanish Educational Theory has been configured in the last four decades. To this end the authors use as a metaphor the concept of «equation» and present a series of interviews with three persons who have played a fundamental role in the development of theoretical knowledge of education: Gaston Mialaret, Paul H. Hirst and Wilfred Carr. The «equation» is composed of two known values and an unknown quantity, where the former are, on the one hand, the French component of educational sciences and, on the other, the UK factor of the disciplines applied to education; the unknown quantity to resolve is Theory of Education. The article argues that Theory of Education developed in our context has tried to unite heterogeneous elements isolated from their original traditions, and, however, what is needed today to understand the equation of education is a theory more focused on investigating education itself.