Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction

María Dolores García Perea

doi:doi:10.11648/j.history.20241201.16

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Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction

María Dolores García Perea^*

Published in History Research (Volume 12, Issue 1)

Received: 11 March 2024 Accepted: 22 April 2024 Published: 10 May 2024

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Abstract

Concepts have a polysemic nature, meaning that they are interpreted in different ways, depending on disciplinary fields and diverse elements such as intentions, historical periods, rationalities, life stories, cosmogonies, prejudices, ideologies, among other aspects. In this case, the concept of educational training is not the exception. Therefore, it becomes necessary to build its history and identify the meanings embedded in it by the authors who study it. This will allow to avoid the reduction and restriction of its meaning. The purpose of the present work is to reflect on the concept of educational training with the intention of showing both its polysemic nature and the implications it has with the people who interpret it. It has been prepared considering the results obtained from the research "Educational Training, a concept vitalized by Gadamer" and "The notions of training in researchers", which are based on the statements and privileged axes of analysis of the states of knowledge of the Mexican educational research and recent findings. The work is theoretical, and descriptive analysis is privileged, the approach is interpretive, and it is aimed at identifying the similarities and differences of a set of training notions. It is also based on assessing the degree of involvement between the person as its being trained and the person as it elaborates notions about it own training. Among the results obtained are the following: the concept of educational training is historical because it has been interpreted within different historical periods, disciplinary fields, research perspectives and life history of the people who study it. Also, the notions of educational training developed are characterized by the involvement that the person has when living it and conceptualizing it. The work concludes by stating that the construction of the history of the concept of training is under construction by people interested in the subject. The contributions made through the notions are the references to identify the evolution of the concept and the efforts to enable its original meaning and avoid the reduction and restriction of its meaning by evoking the instrumental meaning.

Published in	History Research (Volume 12, Issue 1)
DOI	10.11648/j.history.20241201.16
Page(s)	45-51
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Educational Training, Philosophical Notions, Historicity of Concepts

References

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[2]	Colina, A./Escalante, R. (2002). "Los agentes de la investigación educativa en México" [The agents of educational reserch in Mexico]. En Weis, E. (Coord). El campo de la investigación educativa 1993-2001. México [The field of educational research 1993-2001. Mexico]. COMIE.
[3]	Ferry, G. (1990). El trayecto de la formación. Los enseñantes entre la teoría y la práctica [The course of the training. Teachers between theory and practice]. Paidos.
[4]	Ferry, G. (1997). Pedagogía de la formación [Training pedagogy]. Ediciones Novedades Educativas.
[5]	Honoré, B. (1980). Para una teoría de la formación [For a teheory of formation]. Narcea.
[6]	Ibáñez-Martín, J. A. (1981). Hacia una formación humanística. Objetivos de la educación en la sociedad científico-técnica [Towards a humanistic formation. Objectives of education in the scientific-technical society]. Collection: Educational research in Mexico, 1992-2002. Mexico Collection: Educational research in Mexico, 1992-2002. Mexico Herder.
[7]	Imbernón, F. (1994). La formación y el desarrollo profesional del profesorado: hacia una nueva cultura profesional [Training and professional development of teachers: towards a new professional culture]. Graó.
[8]	Mârz, F. (1990). Introducción a la pedagogía [Introduction to pedagogy]. Sígueme.
[9]	Hegel, Cfr. Gadamer, H. G. (1993). Verdad y Método I [Truth and Method I]. Sígueme.
[10]	Gadamer, H. G. (2000). Educación es educarse [Education is educating yourself]. Paidós Asterisco.
[11]	Gadamer, H. G. (1993). Elogio a la teoría. Discursos y artículos [Praise for the theory. Speeches and articles]. Península.
[12]	Herder, Cfr. Gadamer, H. G. (1993). Verdad y Método I [Truth and Method I]. Sígueme.
[13]	Humboldt, Cfr. Gadamer, H. G. (1993). Verdad y Método I [Truth and Method I]. Sígueme.
[14]	Horkeimer, Cfr. García, M. D. (2006). Formación, concepto vitalizado por Gadamer [Training, a concept vitalized by Gadamer]. Castellanos Editores.
[15]	Horkeimer, Cf. García, M. D. (2012). Las nociones de formación en los investigadores [The notions of training in researchers]. Castellanos Editores.
[16]	Gadamer, H. G. (1992). Verdad y Método II. [Truth and Method II]. Sígueme.
[17]	García, M. D. (2012). Las nociones de formación en los investigadores. México [The notions of training in researchers]. Castellanos Editores.
[18]	García, M. D. (2006). Formación, concepto vitalizado por Gadamer. México [Trainning, a concept vitalized by Gadamer]. Castellanos Editores.
[19]	Ducoing, Pasilla, Serrano, Torres y Ribeiro (1993). Estado de conocimiento. Cuaderno No. 4 "Formación de docentes y profesionales de la educación" [State of knowledge. Notebook No. 4 "Training of teachers and educational professionals". En La investugación educativa en los ochenta, perspectivas para los noventa. 2do. Congreso Nacional de Investigación Educativa, México [Educational research in the eighties, perspectives for the nineties. 2nd. National Congress of Educational Research, Mexico]. COMIE-SNTE.
[20]	Ducoing, P. y Landesmann, M. (Coord.) (1998). Sujetos, actores y procesos de formación. Vol I. [Subjects, actors and training processes. Vol I.]. Colección: La investigación educativa en México, 1992-2002. México [Collection: Educational research in Mexico, 1992-2002. Mexico]. COMIE.
[21]	Ducoing, P. y Fortuol, B. (2013). Capítulo Procesos de formación 2002-2011 vol. I. [Chapter Training processes 2002-2011 vol. I. México]. ANUIES, Dirección de Medios Editoriales: Consejo Mexicano de Investigación Educativa, 2013.
[22]	Ducoing, P. (Coord) (2023). Volumen 1. Debates teóricos sobre formación. Colección formación de profesores y profesionales de la educación colección formación de profesores y profesionales de la educación [Volume 1. Theoretical debates on training. Training collection for teachers and education professionals training collection for teachers and education professionals]. Association Francophone Internationale de Recherche Scientifique en Éducation-UNAM.

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APA Style

Perea, M. D. G. (2024). Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction. History Research, 12(1), 45-51. https://doi.org/10.11648/j.history.20241201.16

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ACS Style

Perea, M. D. G. Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction. Hist. Res. 2024, 12(1), 45-51. doi: 10.11648/j.history.20241201.16

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AMA Style

Perea MDG. Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction. Hist Res. 2024;12(1):45-51. doi: 10.11648/j.history.20241201.16

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@article{10.11648/j.history.20241201.16,
  author = {María Dolores García Perea},
  title = {Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction
},
  journal = {History Research},
  volume = {12},
  number = {1},
  pages = {45-51},
  doi = {10.11648/j.history.20241201.16},
  url = {https://doi.org/10.11648/j.history.20241201.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.history.20241201.16},
  abstract = {Concepts have a polysemic nature, meaning that they are interpreted in different ways, depending on disciplinary fields and diverse elements such as intentions, historical periods, rationalities, life stories, cosmogonies, prejudices, ideologies, among other aspects. In this case, the concept of educational training is not the exception. Therefore, it becomes necessary to build its history and identify the meanings embedded in it by the authors who study it. This will allow to avoid the reduction and restriction of its meaning. The purpose of the present work is to reflect on the concept of educational training with the intention of showing both its polysemic nature and the implications it has with the people who interpret it. It has been prepared considering the results obtained from the research "Educational Training, a concept vitalized by Gadamer" and "The notions of training in researchers", which are based on the statements and privileged axes of analysis of the states of knowledge of the Mexican educational research and recent findings. The work is theoretical, and descriptive analysis is privileged, the approach is interpretive, and it is aimed at identifying the similarities and differences of a set of training notions. It is also based on assessing the degree of involvement between the person as its being trained and the person as it elaborates notions about it own training. Among the results obtained are the following: the concept of educational training is historical because it has been interpreted within different historical periods, disciplinary fields, research perspectives and life history of the people who study it. Also, the notions of educational training developed are characterized by the involvement that the person has when living it and conceptualizing it. The work concludes by stating that the construction of the history of the concept of training is under construction by people interested in the subject. The contributions made through the notions are the references to identify the evolution of the concept and the efforts to enable its original meaning and avoid the reduction and restriction of its meaning by evoking the instrumental meaning.
},
 year = {2024}
}

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TY  - JOUR
T1  - Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction

AU  - María Dolores García Perea
Y1  - 2024/05/10
PY  - 2024
N1  - https://doi.org/10.11648/j.history.20241201.16
DO  - 10.11648/j.history.20241201.16
T2  - History Research
JF  - History Research
JO  - History Research
SP  - 45
EP  - 51
PB  - Science Publishing Group
SN  - 2376-6719
UR  - https://doi.org/10.11648/j.history.20241201.16
AB  - Concepts have a polysemic nature, meaning that they are interpreted in different ways, depending on disciplinary fields and diverse elements such as intentions, historical periods, rationalities, life stories, cosmogonies, prejudices, ideologies, among other aspects. In this case, the concept of educational training is not the exception. Therefore, it becomes necessary to build its history and identify the meanings embedded in it by the authors who study it. This will allow to avoid the reduction and restriction of its meaning. The purpose of the present work is to reflect on the concept of educational training with the intention of showing both its polysemic nature and the implications it has with the people who interpret it. It has been prepared considering the results obtained from the research "Educational Training, a concept vitalized by Gadamer" and "The notions of training in researchers", which are based on the statements and privileged axes of analysis of the states of knowledge of the Mexican educational research and recent findings. The work is theoretical, and descriptive analysis is privileged, the approach is interpretive, and it is aimed at identifying the similarities and differences of a set of training notions. It is also based on assessing the degree of involvement between the person as its being trained and the person as it elaborates notions about it own training. Among the results obtained are the following: the concept of educational training is historical because it has been interpreted within different historical periods, disciplinary fields, research perspectives and life history of the people who study it. Also, the notions of educational training developed are characterized by the involvement that the person has when living it and conceptualizing it. The work concludes by stating that the construction of the history of the concept of training is under construction by people interested in the subject. The contributions made through the notions are the references to identify the evolution of the concept and the efforts to enable its original meaning and avoid the reduction and restriction of its meaning by evoking the instrumental meaning.

VL  - 12
IS  - 1
ER  -

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Author Information

María Dolores García Perea

Research Coordination, Higher Institute of Educational Sciences of the State of Mexico, Mexico State, Mexico

Contact Email

http://orcid.org/0000-0003-0265-7535

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APA Style

Perea, M. D. G. (2024). Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction. History Research, 12(1), 45-51. https://doi.org/10.11648/j.history.20241201.16

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ACS Style

Perea, M. D. G. Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction. Hist. Res. 2024, 12(1), 45-51. doi: 10.11648/j.history.20241201.16

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AMA Style

Perea MDG. Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction. Hist Res. 2024;12(1):45-51. doi: 10.11648/j.history.20241201.16

Copy | Download

@article{10.11648/j.history.20241201.16,
  author = {María Dolores García Perea},
  title = {Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction
},
  journal = {History Research},
  volume = {12},
  number = {1},
  pages = {45-51},
  doi = {10.11648/j.history.20241201.16},
  url = {https://doi.org/10.11648/j.history.20241201.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.history.20241201.16},
  abstract = {Concepts have a polysemic nature, meaning that they are interpreted in different ways, depending on disciplinary fields and diverse elements such as intentions, historical periods, rationalities, life stories, cosmogonies, prejudices, ideologies, among other aspects. In this case, the concept of educational training is not the exception. Therefore, it becomes necessary to build its history and identify the meanings embedded in it by the authors who study it. This will allow to avoid the reduction and restriction of its meaning. The purpose of the present work is to reflect on the concept of educational training with the intention of showing both its polysemic nature and the implications it has with the people who interpret it. It has been prepared considering the results obtained from the research "Educational Training, a concept vitalized by Gadamer" and "The notions of training in researchers", which are based on the statements and privileged axes of analysis of the states of knowledge of the Mexican educational research and recent findings. The work is theoretical, and descriptive analysis is privileged, the approach is interpretive, and it is aimed at identifying the similarities and differences of a set of training notions. It is also based on assessing the degree of involvement between the person as its being trained and the person as it elaborates notions about it own training. Among the results obtained are the following: the concept of educational training is historical because it has been interpreted within different historical periods, disciplinary fields, research perspectives and life history of the people who study it. Also, the notions of educational training developed are characterized by the involvement that the person has when living it and conceptualizing it. The work concludes by stating that the construction of the history of the concept of training is under construction by people interested in the subject. The contributions made through the notions are the references to identify the evolution of the concept and the efforts to enable its original meaning and avoid the reduction and restriction of its meaning by evoking the instrumental meaning.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Educational Training: A Genuinely Historical Concept and a Disciplinary Field Under Construction

AU  - María Dolores García Perea
Y1  - 2024/05/10
PY  - 2024
N1  - https://doi.org/10.11648/j.history.20241201.16
DO  - 10.11648/j.history.20241201.16
T2  - History Research
JF  - History Research
JO  - History Research
SP  - 45
EP  - 51
PB  - Science Publishing Group
SN  - 2376-6719
UR  - https://doi.org/10.11648/j.history.20241201.16
AB  - Concepts have a polysemic nature, meaning that they are interpreted in different ways, depending on disciplinary fields and diverse elements such as intentions, historical periods, rationalities, life stories, cosmogonies, prejudices, ideologies, among other aspects. In this case, the concept of educational training is not the exception. Therefore, it becomes necessary to build its history and identify the meanings embedded in it by the authors who study it. This will allow to avoid the reduction and restriction of its meaning. The purpose of the present work is to reflect on the concept of educational training with the intention of showing both its polysemic nature and the implications it has with the people who interpret it. It has been prepared considering the results obtained from the research "Educational Training, a concept vitalized by Gadamer" and "The notions of training in researchers", which are based on the statements and privileged axes of analysis of the states of knowledge of the Mexican educational research and recent findings. The work is theoretical, and descriptive analysis is privileged, the approach is interpretive, and it is aimed at identifying the similarities and differences of a set of training notions. It is also based on assessing the degree of involvement between the person as its being trained and the person as it elaborates notions about it own training. Among the results obtained are the following: the concept of educational training is historical because it has been interpreted within different historical periods, disciplinary fields, research perspectives and life history of the people who study it. Also, the notions of educational training developed are characterized by the involvement that the person has when living it and conceptualizing it. The work concludes by stating that the construction of the history of the concept of training is under construction by people interested in the subject. The contributions made through the notions are the references to identify the evolution of the concept and the efforts to enable its original meaning and avoid the reduction and restriction of its meaning by evoking the instrumental meaning.

VL  - 12
IS  - 1
ER  -

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