Het kennisbegrip van de pedagogiek

Abstract

An alternative conception of educational knowledge is proposed on the basis of a critical analysis of a predominant concept of knowledge in educational theory. In order to conceive of the relational structure of human existence as a basic principle, we make use of Levinas' epistemological dichotomy between knowing reality as 'being' ('as it is') and knowing reality as 'different from being', the latter playing a decisive role in education: an educational view does not reduce people to what they are at the moment. In addition, the concept of 'context' is elaborated to develop a scale model for comprehending the intersubjectivity of action, and including the connection with the results of action as well. This model couches the context in a so-called 'syntactical' frame. This model also makes it possible to characterise the specific conceptions of knowledge of the various social sciences, which contribute to their improved cooperation.