Philosophy of Science: Theoretical-epistemological base of Sociology of education

Abstract

This philosophical reflection arises from the necessity of showing the close relationship between philosophy of sciences and sociology, particularly the sociology of education. That is why the main objective is exposed the importance of the philosophical ideas of two ages: The Greek heyday and the Enlightenment. The above as a referent to a preamble of the birth of sociology and how authors like Auguste Comte, Wilhelm Dilthey, Georg Simmel or Pierre Bourdieu are thinkers who have turned to the philosophy of science for creating their great theories. This is a sample that philosophy is essential in social studies and the creation of other sciences and disciplines; such is the case of sociology of education. Therefore, philosophy is the cornerstone of social and an educational study because it provides epistemic and methodological approach in current research. To sum up, it is argued that sociological-educational studies require the appearance of philosophy and epistemology of sciences to delimit the focus, problem and theory of research, this in order to provide scientific and social rigor and offer a wide and deep vision of phenomena referring to education in a specific space-time context.