Theoretical educational research and its problem-solving capabilities
Main Article Content
Keywords
Theory of Education, Signification of Knowledge of Education, Theoretical Research Methodology in Education, General and Applied Pedagogy, Epistemology of Education, Mesoaxiological Pedagogy, Knowledge of Education
Abstract
Educational theory is knowledge of education; there is a relationship between theory and education through knowledge of education. Each way of understanding educational knowledge allows us to understand the meaning of theory in relation to “education.” The objective of this article is to analyze the semantic plurality of the concept of “theory” in relation to “education” within the framework of interpreting how educational knowledge is understood and to assess the capacity to solve education problems, according to the adopted pedagogical mentality.
The capacity to solve educational problems of the knowledge of education is a principle of research methodology, which is known as signification. Signification (sense of) as a principle of methodology. It is associated with the validity of educational knowledge, and it is defined as the capacity to solve education problems attributed to the knowledge of education in each field, from the perspective of the theory-practice relationship for educational activity. Signification as a principle of methodology has become an axis of theoretic pedagogical research.
Our conclusion is that asking what knowledge of education is needed requires a broad answer that is not restricted to the knowledge of education provided by a particular current of thought. The different ways of understanding educational knowledge have generated a necessary diversity of theoretical knowledge of education, depending on the type of problems that are going to be analyzed.
Depending on the type of problems we are addressing, we will need different and distinct specific knowledge to understand and solve them (philosophies of education, philosophy of education, interpretive theories of education from other sciences, practical theories, substantive theories, and research on educational theory as a discipline, also called general pedagogy research). And as for knowledge of education, not every way of procedure has the same capacity to solve educational problems.
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José Manuel TOURIÑÁN LÓPEZ, University of Santiago de Compostela, Spain
Born in 1951. Primary School Teacher (1969). Bachelor's degree (1974), PhD in Philosophy and Letters (Pedagogy Section) (1978). Extraordinary award in both cases and End-of-Course Award, 1976. Adjunct Professor, 1980. University Professor, 1988. Teaching in Educational Theory, Educational Policy, and Pedagogical Function. 48 years as a university professor (1974-2022). Emeritus Professor since 2022.
Author of more than 300 studies (in the form of research journal articles and chapters in specialized books) and 31 books written as sole author, in addition to 22 books as editor, director, or coordinator, and 14 co-authored. His works are currently published in 57 countries. Evaluator-auditor of university programs, research projects, and scientific publications in official organizations and professional journals. He has a specialized website and a YouTube channel with more than 65 videos grouped into sections focused on pedagogical topics.
He is Director of the International Collection of Mesoaxiological Pedagogy, sponsored by Redipe. Director of an education journal and director of a cultural foundation (1999-2002). Creator of a scientific journal. Creator and manager of the Development Cooperation Network. Faculty Secretary. Director of a university department. Director General of University Planning, Scientific Policy, and University and Research (1990-1997). State Office of Science and Technology (1998-1999). National Commission for the Evaluation of Research Activity (1991-97). Member of the SI(e)TE.Education group. Senior Research Fellow at the International Institute for Hermeneutics since 2014. Coordinator of the RIPEME network since 2014. Founder and coordinator, from its inception (1980-1984) until September 2024, of the GI. Third Generation, TeXe.
Invited speaker at 150 conferences. Organized 50 national and international events. Teaching and Research Merit, 2003. Management Merit, 2007. Curricular Excellence, 2007 and 2012. Recognized for 6 teaching and 6 research periods (CNEAI). 17 activities with companies. 22 research projects. 20 transfer activities.
National End-of-Degree Award (1976). San José de Calasanz (1976). Honorary Professor, University of Buenos Aires (1993). Gold Insignia from the University of Barcelona (1998) and the University of Barcelona (2000). Silver Medal of Galicia (1998). Joint IAMS-UNESCO Award (2006). Sarmiento de Honor (2017). Fonseca Insignia (2017). Extra-tenured professor at the University of Warsaw (2017). 2019 Educa-Redipe International Award (Professional Career), received in 2021. Full member of the Hispano-American Academy of Doctors (2025).
Current line of research: Mesoaxiological pedagogy and construction of educational domains (PM-CAE) and application of the mesoaxiological perspective questionnaires, second phase (CPM2ªF) to integrate common educational values and specific educational values into educational design, and from each cultural area used as an instrument.
Silvana LONGUEIRA MATOS, University of Santiago de Compostela, Spain
She holds a Bachelor's degree in Music, a Bachelor's degree in Pedagogy, and a PhD in Pedagogy from the University of Santiago de Compostela. She holds a University Teacher Training Grant (FPU) from the Ministry of Education and Science and an Extraordinary Doctorate Award. She is currently a professor in the Department of Pedagogy and Didactics at the University of Santiago de Compostela (USC). Her thesis consolidates her first line of research, which combines arts and education, delving into music as a field of education, where her first publications and research collaborations have been generated.
A second line of research focuses on Education for Sustainable Development and Global Citizenship, which has generated more than 20 R&D&I projects and activities, including projects under the regional research plan, contracts derived from AECID projects, and research transfer and consortium activities with the Third Sector. Awarded "Honorable Mention for Ibero-American Merit in Pedagogy, Research, and Intellectual Production" by the Ibero-American Pedagogical Network (REDIPE) (2015).
She has collaborated on 32 research projects and R&D&I activities. In addition to those mentioned above, she has been the principal investigator for two European Commission projects. She has published and is a reviewer in renowned journals in the areas of Theory and History of Education and in the field of music. She has participated in collective works for SPI publishing houses and has collaborated in more than 170 conferences and other scientific outreach and exchange activities.
She currently coordinates the Terceira Xeración Research Group (TeXe) at the University of Santiago de Compostela (USC), part of the International Network of Mesoaxiological Pedagogy (RIPEME) in collaboration with the Ibero-American Pedagogical Network (REDIPE).
She was coordinator of the USC Sustainable Development Plan for 8 years (2014-2022). She has been a member of the Curricular Sustainability Working Group of the CRUE-Sustainability Sectoral Commission since 2015 and a member of the Spanish Network of Development Studies (REEDES) since 2019. She has been a member of: the CRUE-Internationalization and Cooperation Sectoral Commission (2016-2023); the Working Group on Education for Development of the State Cooperation Council of the Ministry of Foreign Affairs, European Union and Cooperation (2017-2023); the Galician Council for Development Cooperation of the Xunta de Galicia (2018-2024); Member of the Observatory of University Cooperation for Development (2018-2023); a group of CRUE experts advising the Secretary of State on issues related to the 2030 Agenda. Secretary of the Spanish Society of Music Education of the Spanish State (SEM-EE) (2016-2022), affiliated with the ISME International Society for Music Education.