Human and social sciences, education science and philosophy of education: contributions to a crosscutting reading

Abstract

 The emergence of human and social sciences historically occurs in the context of the assertion of the positivist assumptions as structuring elements of the very concept of science. However, if those sciences, in the name of objectivity and methodological rigour, have asserted themselves since the outset, by adopting models which were not always adjusted once they were reductive, the truth is it was from this dynamic that the concept of prevailing scientificity turned out to be questioned, such, by gradually accepting the coexistence of a multiplicity of epistemological referential. We refer here in particular to the qualitative methodologies, the stochastic theories and the paradigm of complexity. A path also covered by the educational research from which it emerges the new place of philosophy of education.