Sobre las interpretaciones pedagógicas de Habermas y Rorty: más allá del modelo fundacionalista

Abstract

The starting point of this article is the current need of a pedagogy which rethinks its relationship with tradition, with its social profile and its feasibility. Research has been conducted on the hermeneutics of pedagogical and philosophical texts. Firstly, it has been proposed that pedagogy as a discipline should not be a part of psychology anymore and should be reoriented towards postulates closer to philosophy; Secondly, it must be provided with elements that supply an analytical knowledge, plural and dialectical. By analyzing the legacy of the philosophers Habermas and Rorty, the article shows that the Theory of Communicative Action and the acceptance of knowledge as the exact representation of reality can become points of reference capable of making pedagogy provide guidance to all the educational sciences.