Conocimiento de la educación como marco de interpretación de la Teoría de la Educación como disciplina

Abstract

This work tries to establish the limits of Theory of Education within the framework of Knowledge Education, as well as considering that Theory of Education is part of that knowledge. In this sense, depending on the way we consider or understand such Knowledge, we can put together Theory of Education in one way or another. With this purpose, in this work we analyze the evolution of Knowledge Education from an interpretative scheme based on the "Knowledge Growing Paradigm", out of which we deduce three ways to understand Education, what will logically result in three different approaches. Thus, we should bear in mind that, from each one of these, Theory of Education is interpreted differently: as Philosophies of Education, as Interpretative Theories, or as an Academically Substantive Subject of Pedagogy, being the latter an Autonomous Scientific Subject. This work concludes by stating that, since the three of them are Knowledge Education, they can make us to understand Theory of Education in three diverse ways, but, actually, it should only be understood as Theory of Education the one that is constructed from the Education Scientific Autonomous Subject, i.e. from Pedagogy as Science. Moreover, Theory of Education should focus in General Pedagogy Intervention and in the intervention's general dimensions.