Abstract

ALONSO RODRIGUEZ, Ana María. Objectivity and truth in Science of Education as a Design Science. Sophia [online]. 2021, n.31, pp.113-135. ISSN 1390-8626.  https://doi.org/10.17163/soph.n31.2021.04.

Objectivity and truth are key issues in Education which affect the reliability of knowledge and consequently, the recognition of its scientific character and the prestige of the teaching profession. This justifies the thematic debate, to which the Philosophy of Science contributes. The objective is to investigate if objectivity, a condition to achieve the truth in Science, is possible in the Education Science. Its artificial dimension is stressed, as Applied Design Science that (i) seeks to solve specific problems; (ii) uses designs; (iii) is a science of synthesis that combines prediction and prescription; and (iv) is then applied in specific contexts.

The methodology is typical of the philosophical-methodological analysis, which attends to the internal and external perspective and the different levels of Science: semantic, logical, epistemological, methodological, ontological, axiological and ethical. It is applied, firstly, to the analysis of objectivity in Science in general and in Education in particular. Next, truth is considered in its semantic, epistemological, and ontological dimensions. It is then examined how the progressive approach to truth occurs in Applied Design Sciences and specifically in Education Science. It is concluded that the debate about the truth in Education cannot be carried out without considering the ends.

Keywords : Objectivity; Truth; Education; Science; Design; Progress.

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