Didactic thought as rationality of educational action

Monarca, Hector ^[1]
1. [1] Universidad Autónoma de Madrid
  
  Universidad Autónoma de Madrid
  
  Madrid, España
Localización: Tendencias pedagógicas, ISSN 1133-2654, Nº 27, 2016 (Ejemplar dedicado a: La renovación pedagógica: aprendiendo del pasado, construyendo el presente. 50º aniversario del fallecimiento de Freinet), págs. 301-312
Idioma: inglés
Enlaces
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Resumen
- This paper is the revised English version of the article El ‘pensamiento didáctico’, published by the author in this magazine in 2011. It is assumed that the concept of didactic thought has a great explanatory potential to understand the rationality of educational action. This rationality is embedded in the phenomena of the construction of knowledge and meaning; it is a rationality that articulates the processes of objectivation and subjectivation of knowledge. It characteristically unfolds in the intersection between the objective world, the intersubjective world, and the subjective world to which Habermas (1987) makes reference; in the action-being, within contexts and involving singular subjects. It is constructed from the existing theoretical knowledge, but it takes a new interpretative structure, open to interaction and completion in its very unfolding.