Editorial. La significación del conocimiento de la educación y su capacidad de resolución de problemasFundamentos desde el conocimiento pedagógico

Abstract

Several types of knowledge and rationality are useful for making knowledge of education. Philosophical theories, Practical theories, Applied research, have let them built it. To a higher extent, knowledge of education has already made particular and specific concepts.Along the historical events, knowledge of education has grown in order to achieve a better understanding of facts and decision making.Actually this knowledge is a specialised and specific one. Discussion whether education is adiscipline, as Physics or History, has not closed yet.This study establishes differences between knowledge of education and knowledge of disciplines which are used in the teaching process. Besides this, it emphasizes and upholds the Educational Knowledge Growth Model.The second half of this work continues to explain the different possibilities that each current of knowledge of education has in order to solve the problems which arise in the intervention, regarding to theory-practice relationship.All this has been made by focusing the discussion about the theory-practice connection in three different pedagogical currents (marginal, subalternated and autonomous). The signification of knowledge of education and, on the other side, logical rigor (pertinence), jointwith significativity (relevance) in knowledge of education, are topics in the Spanish professional and epistemological debate about the growth of knowledge of education and its capacity for solving problems.In Pedagogy, as a discipline of knowledge of education, it is possible to talk about the meaning of the term ‘education’ properly and it is also possible to talk about the meaning of the knowledge of education. Besides it is possible to talk about signification as a principle ofpedagogical research. Signification as a research principle points to the validity and reliability of meaning, that is, to the methodological value of meaning.