Open AccessJustificación, educación y libertad
Author(s) -
Mónica Gómez Salazar
Publication year - 2018
Publication title -
theoría
Language(s) - English
Resource type - Journals
ISSN - 1665-6415
DOI - 10.22201/ffyl.16656415p.2018.0.800
Subject(s) - pluralism (philosophy) , reflexivity , democracy , relevance (law) , epistemology , relation (database) , sociology , political science , philosophy , social science , law , politics , computer science , database
This paper argues the thesis that education should be understood as a guide that directs the young people towards reflexive and imaginative social practices that allow them to formulate new and varied hypotheses as well as alternative justifications. Based on Dewey, we will expose that a goal such as this is only applicable to members of a democratic society. Next, we present some features of onto-epistemological pluralism in relation to freedom and responsibility. It is concluded that there is no justification that is closer to truth or reality. The relevance of a justified belief with good reasons lies in its practical consequences for specific conditions of existence.