On Habermas and Rorty’s Psychological Interpretations: Beyond the Foundationalist Model
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Marc Pallarès Piquer
Universitat Jaume I y Universidad Internacional de La Rioja
Joan Andrés Traver Martí
Universitat Jaume I
The starting point of this article is the current need of a pedagogy which rethinks its relationship with tradition, with its social profile and its feasibility. Research has been conducted on the hermeneutics of pedagogical and philosophical texts. Firstly, it has been proposed that pedagogy as a discipline should not be a part of psychology anymore and should be reoriented towards postulates closer to philosophy; Secondly, it must be provided with elements that supply an analytical knowledge, plural and dialectical. By analyzing the legacy of the philosophers Habermas and Rorty, the article shows that the Theory of Communicative Action and the acceptance of knowledge as the exact representation of reality can become points of reference capable of making pedagogy provide guidance to all the educational sciences.
Keywords:
Pedagogy, Philosophy of knowledge, Habermas, Rorty
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How to Cite
Pallarès Piquer, Marc; and Traver Martí, Joan Andrés. “On Habermas and Rorty’s Psychological Interpretations: Beyond the Foundationalist Model”. Athenea digital, vol.VOL 17, no. 2, pp. 289-11, https://raco.cat/index.php/Athenea/article/view/326920.
Author Biography
Marc Pallarès Piquer, Universitat Jaume I y Universidad Internacional de La Rioja
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