Crisis, intentionality and project planning: tha stages of practical rationality in educational theorising

Abstract

The essay questions three words that have belonged to the pedagogical language since its origins: ‘intentionality’, ‘project’ and ‘crisis’. Their use, according to the traditional rationalist paradigm, inevitably leads to the reduction of pedagogy to an ‘ancillary’ knowledge, as happened in the classical era compared to philosophy, or to ‘functional’ knowledge, as it is happening today concerning to scientific-experimental knowledge. The affirmation of a paradigm shift from the cognitive dimension to the practical one, within the educational theorising, is necessary for facts and words, in a process of renewing the three mentioned concepts, for a pedagogical language that reflects their practical rationality.