Individual and Dialogic Reason: Implications in the pedagogical field

Ramirez-Julca M.; Solís-Céspedes P.A.; Sam-Zavala S.Y.; Bringas-Salvador J.L. · Revista de Ciencias Sociales (2025) · DOI: 10.31876/rcs.v31i1.43515

Resumen

This article analyses the implications of Dialogic Reason in the pedagogical field, with the intention of highlighting the importance of the active participation of the individual (free and rational) in achieving learning. The research work was guided by the analysis of qualitative data that have been taken from authors whose intellectual production has focused on one of the following fields: Modernity (De Julios, 1995; Habermas, 2023) and Pedagogy (Delors, 1996; Lipman, 1998; Freire, 2005; Torres, 2016). The compilation and analysis of documents allow us to establish that the dialogical rationality, characteristic of Modernity, has had its impact on the orientation of various aspects and theorists of pedagogy, by providing principles widely valued in educational processes, such as dialogue, reflexivity, intersubjectivity and the role of the learner in their training process. © (2025), (Universidad del Zulia). All rights reserved.

Instituciones: Universidad Nacional Tecnológica de Lima Sur