THEORY AND MODEL: THE EDUCATIONAL METATHEORY

Abstract

An educational research has to be based on Metatheory, to show relevant implications, indicating how a good educational theory must be consistent, how it can have a correspondence, and a congruence between what the theory says and what happens in the educational reality, to improve or innovate the formative policies, this is how the metatheory of education can evaluate the quality of educational theories according to four dimensions: coherence, consistency, usefulness and relevance, within the fields of educational philosophy and educational practice, affecting the way in which existing educational theories are understood, evaluated and improved, according to social needs and demands with pertinence; for these reasons, three metatheoretical perspectives are expressed in this argumentative essay: the analytical, the continental and the pragmatic, which are useful to address issues according to the type of methods used. Then, examples are cited that show how philosophical and educational approaches with their limitations and biases can be evidenced, then some ontological principles are formulated according to three lines (pluralistic, dynamic and dialogic) that allow recognizing the diversity, change and interaction of educational entities, finally punctuating with some questions for future research.