The current state of the Principle of Reason: Education in the technological era and the “infancy” of pedagogical knowledge

Abstract

In the current historical period, science and technology are seen as the dominant cultural idea on a worldwide level. Is it legitimate to hope that pedagogy can do something more than just simply put itself at their service rather than merely becoming the technology of instruction? What are the prospects for pedagogical reflection in a situation where the crisis of metaphysics is accompanied by the will to power of scientific and technological development?