Pedagogy understood as a social science

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If we focus on pedagogy as a social science, it is because we must recognize that it is an element of special interest when evaluating which are the fundamental tools to generate a meaningful and quality education.

For this, teachers must know in depth everything related to pedagogy, especially considering that there are some misconceptions about pedagogy, so it is advisable to know exactly the key points to understand the true meaning of pedagogy and the influence it has on the teaching-learning process.

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As we know education has evolved having in its favor a series of educational theories that have emerged with the sole purpose of facilitating the educational process, however these educational theories would not have an improvement without the existence of a research process in which the educational model could be adapted to the educational needs of the historical moment that is lived for the instant in which it is desired to adapt some educational pattern.

It is under this need of coupling where pedagogy is born, since pedagogy ends up being a social science that is in charge of investigating and reflecting on the selection and application of the best educational theory in the different educational stages.

It is important to mention that pedagogy as a social science is very complete and tries to cover the highest index of knowledge needs coupled to cover the entire educational spectrum, nourishing even from other branches of knowledge such as sociology, history, anthropology and philosophy. All these branches of knowledge are key to understand the historical context in which the educational field of human societies has been developing.

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When a teacher wants to act under a dynamic teaching adapted to the needs of the moment, it is very likely that he/she applies pedagogy as that entity that works as an architect trying to continuously build his/her own educational theory based on the already existing ones, using research based on complex educational aspects with the sole purpose of forming in an integral way the human being of the present and of tomorrow.

Within the unequivocal process in which society understands pedagogy, we could say that the only true thing when it is said that a certain teacher does not have pedagogy, is because perhaps a certain teacher is not dynamic in the way of researching and generating the best educational theory for his students to learn under a model that can be attractive to the whole group involved.