Analysis of metadidactic internalism: a socio-didactic perspective

Abstract

In this article, we initiate a reflection about the possible epistemic pillars of metadidactics. The objective is to obtain a kind of configuration of a proper epistemic corpus for general and specific didactics, which can be shared and identifiable of this knowledge. This intends to land the foundations for an epistemic justification that serves as a basic to foreseeable didactics strategies, as appropriate as possible, for the teaching-learning process. On this occasion, we start analysing the internalism in the field of didactics, but from a social-didactic perspective. We will identify the traits constituting metadidactics, such as theorization about didactics, research about itself and metacognitive capacities present in didactic episteme.  We understand that the search for an epistemic justification is essential, and that the social conditioning cannot be excluded from the educational knowledge. Therefore, to speak about social conditioning doesn´t necessary imply an allusion to an epistemic externalism. After studying what kind of justification internalism perspective poses, we will check if it has any kind of viability and plenty or partial coherence in metadidactics. Finally, we will conclude that didactics science presents internalist elements. However, we will avoid both epistemic exclusion and theoretical hypertrophy, which would not help to a development of didactology and its application.