Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual to a multilingual paradigm. We maintain that multilingual approaches tend to serve the neoliberal framework and reproduce its systemic inequalities. Therefore, we argue in favour of emancipatory multilingual practices that could embody a translingual pedagogy capable of promoting the development of capabilities, the recognition of otherness, and the cultivation of diversity. Rooted in critical theory, namely in Foucault's notion of subjectification and Freire's view of conscientisation, an emancipatory translingual pedagogy would enable and empower every learner to synthesise a contextually creative field of new semantic and pragmatic relationships. Critical language education would enhance the ethos of biophilia that fosters what we term the poetics of communality and selfhood, that is to say, the proactive commitment to expanding symbolic and existential novelty. ARTICLE HISTORY

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Con el fin de clarificar la dirección que las Ciencias de la Educación puedentener en un futuro próximo iniciamos el artículo discutiendo la situación epistemológica de la educación, y articulamos esta discusión con la evaluación del impacto de algunos de los factores externos determinantes. Seguidamente se presenta la línea que siguió la Modernidad en las configuraciones de la educación racional de la razón y el impacto de la fractura interna de la razón forjada por la Posmodernidad, lo que nos lleva a concluir con los subsecuentes requerimientos epistémicos y normativos para la teorización de la Educación. Con la intención de evitar el reduccionismo, proponemos una metateoría triangular que sea capaz de dar cuenta de la compleja irreductibilidad de la educación. Lo que configura un campo integrado por tres dimensiones en donde las Ciencias de la Educación comprenden, primero, las dimensiones hermenéutica y especulativa, cultivadas por la filosofía y orientadas hacia el establecimiento de valores y metas para la acción; segundo, una dimensión descriptiva y explicativa, común a las ciencias sociales; y, tercero, una dimensión de carácter operacional y tecnológico, que trasciende la mera racionalidad técnica confinada a la selección de medios y la operacionalización de metas, de donde se infiere una búsqueda del acuerdo subjetivo que pueda crear consenso en la normatividad deontológica reguladora de la actividad profesional del educador, su papel como agente libre y como recurso para la acción y el cambio.

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Partindo do princípio de que a revolução digital implicitou uma profunda mutação dos nossos padrões culturais e dos nossos esquemas mentais, o objectivo do presente trabalho é analisar as metamorfoses societais e individuais provocadas pelas novas tecnologias de informação e comunicação de forma a justificar a tese de que a contemporaneidade está a suscitar um novo modelo ou paradigma do humano.

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The authors envisage finding a philosophical base for grounding education's endeavour. Methodologically they rely on an argumentative exploration that essays a genealogy of the philosophical attitude as the core of "Paideia", in order to unveil the philosophical fabric that sets, simultaneously, the rooting of the philosophical and the educational efforts. They start by considering the mythical figure of Eros as the paradigm of the philosopher, which is taken as a reference to show how the philosopher launches himself in search of wisdom, delivering existence to the care of the soul, while addressed to attaining ontological harmony. Such striving is presented as implying an act of conversion that bounds existence to a radicalization of the gaze capable of opening the way of conceptual creation, understood as the core task of philosophy's quest. A parallel is so established between philosophy and education, as corresponding to a correlative process. Such elaboration allows them to draw some main conclusions. Not only philosophy appears as the basis of education and formation, far beyond the contemporary "utilitarian reason" drift, which is restricting education to its "performativistic" functionalization; as formation, relating to professional qualification, and education, involving socialization and subjectification, will never make sense one without the other, which let the authors infer that although not being admissible to neglect formation, it seems reasonable to admit a primacy of education over formation. Thus, it is claimed that education and formation are both summoned, teleologically, by philosophy, as if it provided their ground and horizon.

We start by showing how science is as much a personal as a social endeavour, carefully driven between convictions and scepticism, depending on strictly defined criteria that are made possible through a conjunction of social norms intimately connected to epistemological principles. If the sociological contexts play an important role, we must recognize that science compensates their influence with the experimental gathering of evidences. However knowledge always requires a link to tradition, believe and authority, i.e., tacit knowledge and a fiduciary framework. Objectivity can also be supported by science's success to describe and transform reality, within a renewed process that continuously expands what we know and can transform. This attests the power of science that meanwhile was separated from the ethical dimension required to all kind of knowledge appliance, thus redirecting us to the sociological contexts of science. We then refer to how science's sociological structures consequently changed when the dimension, cost and importance of science for economic progress was such that responsibility for it was taken from the hands of scientists. The age of competition for scarce resources marks the end of pure intellectual competition in which science's progress was conditioned mainly by individual creativity. That's why sociological factors regain nowadays a much more important role to play in science dynamics. The paper concludes by presenting how a new sociologically framework of scientific knowledge is emerging: the "fourth age of research" driven by international collaborations between elite research groups, strongly guided for markets, and once again science's autonomy is at stake.