Filosofía de la ciencia: Base teórico-epistemológica de la Sociología de la educación
This philosophical reflection arises from the necessity of showing the close relationship between philosophy of sciences and sociology, particularly the sociology of education. That is why the main objective is exposed the importance of the philosophical ideas of two ages: The Greek heyday and the E...
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2022
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| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=8626261 |
| Source: | Revista Iberoamericana de las Ciencias Sociales y Humanísticas: RICSH, ISSN 2395-7972, Vol. 11, Nº. 22, 2022, pags. 52-74 |
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Revista Iberoamericana de las Ciencias Sociales y Humanísticas: RICSH, ISSN 2395-7972, Vol. 11, Nº. 22, 2022, pags. 52-74
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Filosofía de la ciencia
filosofía de la educación sociología de la educación epistemología educación Filosofia da ciência filosofia da educação sociologia da educação epistemologia educação Science philosophy educational philosophy educational sociology epistemology education |
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Filosofía de la ciencia
filosofía de la educación sociología de la educación epistemología educación Filosofia da ciência filosofia da educação sociologia da educação epistemologia educação Science philosophy educational philosophy educational sociology epistemology education Grajales García, Gabriela Barrera, María Alejandra Grajales García, Moisés Filosofía de la ciencia: Base teórico-epistemológica de la Sociología de la educación |
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This philosophical reflection arises from the necessity of showing the close relationship between philosophy of sciences and sociology, particularly the sociology of education. That is why the main objective is exposed the importance of the philosophical ideas of two ages: The Greek heyday and the Enlightenment. The above as a referent to a preamble of the birth of sociology and how authors like Auguste Comte, Wilhelm Dilthey, Georg Simmel or Pierre Bourdieu are thinkers who have turned to the philosophy of science for creating their great theories. This is a sample that philosophy is essential in social studies and the creation of other sciences and disciplines; such is the case of sociology of education. Therefore, philosophy is the cornerstone of social and an educational study because it provides epistemic and methodological approach in current research. To sum up, it is argued that sociological-educational studies require the appearance of philosophy and epistemology of sciences to delimit the focus, problem and theory of research, this in order to provide scientific and social rigor and offer a wide and deep vision of phenomena referring to education in a specific space-time context.
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| format |
Article
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| author |
Grajales García, Gabriela
Barrera, María Alejandra Grajales García, Moisés |
| author_facet |
Grajales García, Gabriela
Barrera, María Alejandra Grajales García, Moisés |
| author_sort |
Grajales García, Gabriela
|
| title |
Filosofía de la ciencia: Base teórico-epistemológica de la Sociología de la educación
|
| title_short |
Filosofía de la ciencia: Base teórico-epistemológica de la Sociología de la educación
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| title_full |
Filosofía de la ciencia: Base teórico-epistemológica de la Sociología de la educación
|
| title_fullStr |
Filosofía de la ciencia: Base teórico-epistemológica de la Sociología de la educación
|
| title_full_unstemmed |
Filosofía de la ciencia: Base teórico-epistemológica de la Sociología de la educación
|
| title_sort |
filosofía de la ciencia: base teórico-epistemológica de la sociología de la educación
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| publishDate |
2022
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| url |
https://dialnet.unirioja.es/servlet/oaiart?codigo=8626261
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1748573192848408576
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dialnet-ar-18-ART00015512342022-10-27Filosofía de la ciencia: Base teórico-epistemológica de la Sociología de la educaciónGrajales García, GabrielaBarrera, María AlejandraGrajales García, MoisésFilosofía de la cienciafilosofía de la educaciónsociología de la educaciónepistemologíaeducaciónFilosofia da ciênciafilosofia da educaçãosociologia da educaçãoepistemologiaeducaçãoScience philosophyeducational philosophyeducational sociologyepistemologyeducationThis philosophical reflection arises from the necessity of showing the close relationship between philosophy of sciences and sociology, particularly the sociology of education. That is why the main objective is exposed the importance of the philosophical ideas of two ages: The Greek heyday and the Enlightenment. The above as a referent to a preamble of the birth of sociology and how authors like Auguste Comte, Wilhelm Dilthey, Georg Simmel or Pierre Bourdieu are thinkers who have turned to the philosophy of science for creating their great theories. This is a sample that philosophy is essential in social studies and the creation of other sciences and disciplines; such is the case of sociology of education. Therefore, philosophy is the cornerstone of social and an educational study because it provides epistemic and methodological approach in current research. To sum up, it is argued that sociological-educational studies require the appearance of philosophy and epistemology of sciences to delimit the focus, problem and theory of research, this in order to provide scientific and social rigor and offer a wide and deep vision of phenomena referring to education in a specific space-time context.A presente reflexão filosófica nasce da necessidade de mostrar a estreita relação que a filosofia da ciência tem com a sociologia, em particular a sociologia da educação. Portanto, o objetivo principal é revelar a importância das ideias filosóficas de duas épocas: O apogeu grego e o Iluminismo. O que precede como referência a um preâmbulo ao nascimento da sociologia e como autores da estatura de Auguste Comte, Wilhelm Dilthey, Georg Simmel ou Pierre Bourdieu são pensadores que se voltaram para a filosofia da ciência para gerar suas grandes teorias. O exposto é um sinal de que a filosofia é essencial nos estudos sociais e que dela são geradas outras ciências e disciplinas, como é o caso da sociologia da educação. Portanto, a filosofia é a pedra angular dos estudos sociais e educacionais porque fornece o fio epistêmico e metodológico da pesquisa atual. Para concluir, argumenta-se que os estudos sociológico-educacionais requerem a presença da filosofia e da epistemologia da ciência para delimitar o escopo, o problema e a teoria da investigação, isto a fim de proporcionar rigor científico-social e oferecer uma visão ampla e profunda. visão geral dos fenômenos relacionados à educação em um determinado espaço-tempoLa presente reflexión filosófica nace a partir de la necesidad de mostrar la estrecha relación que tienen la filosofía de las ciencias con la sociología, particularmente la sociología de la educación. Por lo que el objetivo principal es develar la trascendencia de las ideas filosóficas de dos épocas: El apogeo griego y la Ilustración. Lo anterior como referente de un preámbulo al nacimiento de la sociología y cómo autores de la talla de Auguste Comte, Wilhelm Dilthey, Georg Simmel o Pierre Bourdieu son pensadores que han acudido a la filosofía de las ciencias para la generación de sus grandes teorías. Lo anterior es una muestra de que la filosofía es imprescindible en los estudios sociales y que de ella se generan otras ciencias y disciplinas, tal es el caso de la sociología de la educación. Por lo tanto, la filosofía es la pieza angular de los estudios sociales y educativos debido a que brinda el hilo conductor epistémico y metodológico de las investigaciones actuales. Para concluir, se argumenta que los estudios sociológicos-educativos exigen de la presencia de la filosofía y la epistemología de las ciencias para delimitar los alcances, el problema y la teoría de la investigación, esto con el fin de brindar rigurosidad científico-social y ofrecer un amplio y profundo panorama de fenómenos referentes a la educación en un espacio-tiempo determinado.2022text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=8626261(Revista) ISSN 2395-7972Revista Iberoamericana de las Ciencias Sociales y Humanísticas: RICSH, ISSN 2395-7972, Vol. 11, Nº. 22, 2022, pags. 52-74spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. 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