El legado de Wilhelm Dilthey: las pedagogías culturalistas

Abstract

Eduard Spranger, Herman Nolh and Wilhelm Flitner are direct heirs of the spiritualism, psychologism and historicism of Wilhelm Dilthey, whom they used as a starting point to elaborate trends in pedagogy of a marked cultural character. All of them proposed to redo the epistemological body of pedagogy, following for that purpose the rationalist tradition, of a neokantian nature, characteristic of the times (the first half of the twentieth century). For Spranger, education science would be reduced to a pedagogy of hermeneutic comprehension; its mission would consist in taking a reality culturally and historically inherited and subject it to ordering concepts that would allow the adoption of value judgements and standards of performance. Nohl, on the other hand, would understand pedagogy as a theory of education that should always be contextualized historically, and therefore could never have a general validity. Finally, Flitner would consider pedagogical science as a philosophizing within historical circumstances, that is, a kind of aesthetics of education.