Analogical Hermeneutics, Social Constructivism, and Communicative Action: Emerging Epistemological Foundations of Contemporary Education.

• Katherine Manzur Rizquez

  Universidad Católica de Cuenca. Cuenca, Ecuador.

  https://orcid.org/0009-0008-6860-9708

Within the context of the challenges facing contemporary education—shaped by globalization, digitalization, and cultural diversity—three epistemological approaches emerge that redefine the educational process: analogical hermeneutics, social constructivism, and communicative action. Analogical hermeneutics, introduced by Beuchot (2016), offers a balanced path between reductionism and relativism, allowing meanings to be interpreted proportionally and with mediation. From this perspective, education becomes a dynamic process of interpretation where teachers and students merge their viewpoints to achieve a shared understanding. Social constructivism, on the other hand, posits that knowledge is neither individual nor static but rather a relational and collective product, built through social interaction and language. Meanwhile, Habermas’ theory of communicative action emphasizes dialogue as the foundation for building consensus, fostering deeper understanding in both teaching and learning processes. Together, these approaches place education as an intersubjective and transformative space, where interpretation, collaboration, and dialogue are essential to meet the challenges of today’s educational landscape.

1. Katherine Manzur Rizquez, Universidad Católica de Cuenca. Cuenca, Ecuador.

   Licenciada Cum Laude en Marketing y Máster en Gerencia de la Comunicación Organizacional, de la Universidad José Antonio Páez. Master in Buniness Administration mención Marketing de la Caribbean International University. Doctorante en Ciencias de la Educación. Docente de Postgrado de la Universidad Católica de Cuenca, Ecuador.

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ISSN:2244-7857

Depósito Legal: ppi200902CA3925