A fundamental Pedagogy in a phenomenological-hermeneutic Style as a regional Ontology of educational Phenomena

Abstract

A synthetic reflection on the history of pedagogy in the second half of the twentieth century highlights an epistemo-logical revolution within this disciplinary field of research. This allows theorizing a fundamental pedagogy that, in a phenomenological-hermeneutic style, establishes itself as regional ontology of educational phenomena. This is a dia-lectical research model marked by a fruitful coexistence between the scientific paradigm, which allows grounding fun-damental pedagogy as an autonomous science, and the philosophical paradigm, which allows assuming the questions about the meaning of an educational action. Moreover, even if pedagogy is to be defined as an autonomous human science, it is not self-sufficient due to the critical dialogue that it undertakes with the other educational and pedagogical sciences, but also with the philosophical sciences.