Education and New Conceptions of Reality, Interaction and Knowledge.

Abstract

In this paper we analyse the ideas which thinkers like Nietzsche, Heidegger and Foucault, among others, put forward concerning the supposed epistemological superiority of the modernity, as a consequence of the usual understanding that modern explanatory models would maintain a privileged connection with reality, taken as absolute. We consider that the understandings proposed by those thinkers change the conceptions of interaction and knowledge, and therefore that they should be taken into account in a revisionist conception of education. In this sense, we analyse and develop counter-arguments to the basic criticisms against the postmodernity– as the current scene has been called – and briefly point out methodological approaches for an educational practice for this context.