The psychological dimensions of pedagogy in the early 20th century

The historical articulation about the influence of Psychology in the field of Human Sciences requires an inquiry into the rationality process that has occurred in the theoretical constitution of human knowledge in general rather than an exact periodization without interruptions in the forming of its field of scientific positivism. A paradigmatic example of what has happened in that process is that of contemporary Pedagogy which in the course of its formalization as a scientific discipline that takes from Psychology what the latter, in turn, establishes, specifies and delimits normatively from the contradictions to which it is exposed by both Natural Sciences and Human Sciences. A whole series of psychological models is transferred to pedagogical thought and from there to educational practice where these contradictions are reproduced under the profile of an ambiguity that, without a doubt, refers to the existential problems of humanity.