Philosophy, Science and Pedagogy: reflections on an essential conflict about scientific knowledge in Educational Research

Abstract

This article provides a reflection on the relationships among the concepts of Philosophy, Science and Pedagogy due to the importance they have in instructing a researcher in education, equipped with knowledge, skills and essential values of the context in which he performs his scientific work. Thus, a critical analysis of reflections and predominant ideas is carried out, which, in many cases, have distorted the real scope that this activity must have. Thus, it is intended to motivate a reflective process to avoid what is still happening today; and it is that, occasionally, there are observed excellent educational and research projects that remain only in a theoretical dimension, because they are devoid of practical ideas with a coherent justification from a philosophical and scientific foundation that responds to the needs of the context and where a dialectical tension theory-practice should be established.