Epistemological problematic nature of the purposes of education

Abstract

All through this article, the author insists on the epistemological problem which is inherent to the theme of the educational aims, so much so when we try to analyze to what extent they are genuine objects of study and judgement on the Pedagogy side, as for it is a technological science of the education. The considerations of this article go on, above all, through the itinerary of the positions of the representative authors in the Spanish Pedagogy related to this question. This is done with the purpose of contributing, with this article, to a major enlightenment of the terms of that theological problem in our close context. The article ends -rather than "solves"- pointing out possible alternatives to the complexity of the problem: for example, it distinguishes epistemological competences according to levels of generality of the educational aims, environments, pedagogical subjects, dimensions of the education, . . . and it also distinguishes between the Pedagogy itself and the Pedagogue, still as a professional.