The Relationship between Epistemology and Methods of Historical Research in Pedagogy

The appreciation of the scientific maturity of the pedagogy in our contemporaneity takes place even now easily, in a didacticist way, addressing, in a positivist spirit and until this moment imprecise topic, a conceptual and axiomatic system with his specific methodologies, based on minimal coherence and on a primary internal and external integration. This aspect, perceived as the unique and invincible argument, places the pedagogy at the periphery of the science. The historical investigation of education can lead to some more rigorous epistemological groundwork's, redesignating the specificity and validity of its explanations and conclusions. The present study brings to the reflexive reader attention an important issue of the educational sciences. It focuses on: opening of a new researching field of the educational sciences from the perspective of their epistemological and social evolution and maturing; raising the awareness on the fact that pedagogy, as the base of all educational sciences, has to be involved in the process of defining and redefining the scope and the specific methodology within an often controversial and uncertain legislative background.