Education as an axis of social transformation.

Abstract

Education always stands as a cultural and social element that is placed in a very singular place as an object of permanent reflection. In a certain way, education is neither a "logical" object nor a "physical" object, but rather it is, explicitly, a human practice and, in essence, it is ascribed to the ethical disciplines.

As Aristotle already postulated, educational action makes it possible to distinguish between the kind of objects and the kind of arguments that can be assumed when philosophizing about anything, since it is conditioned by the knowledge and beliefs that one has, that is, by the level of culture or paideia intrinsic to each person or social group.

The whole thematic, conceptual and/or practical orbit that is unleashed around the notion of education creates certain ways of accessing the concerns of science in general and, specifically, of pedagogy. All these questions have deep social roots, and are traversed by the common background of their liminarity and their mediating idiosyncrasy, as a (supposed) social priority, as a horizon, as a cultural advance and, in the end, as a historical determination.

The set of works that make up this volume demonstrates this, since they aim to link thoughts and values, relating ideas, beliefs, empirical research or bibliographical reviews with convictions, in an attempt to achieve senses of action.

Marc Pallarès Piquer