Educación, más allá del porqué y el para qué

We are in the century of knowledge. Every day we face the stark reality of everyday plagued not only labor but also personal and academic demands. Furthermore, nations are turning nut epistemological commitment to a constant, which want their actors and institutions related to scientific and technological production promote new and better opportunities for discussion around different knowledge. In the context of today's knowledge society, following the words of Gómez Buendía (1998), the current paradigm of education is undergoing major transformations in both its form and its internal structure. Then there are two questions that have been raised even from the time of the Sophists, Socrates then through (Roa, 1999), Kant (Burgos, 2007) and more recently by Habermas (Roa, 1993) acquire shades now somewhat different: why and what it educate? However, before attempting to provide answers to these questions or rebuild that have exposed the aforementioned thinkers, our interest from the philosophy of education, educational psychology and other sciences of education should focus on responding to another question: ¿how educate?Editora