Approach to the “open science” concept. The passage through diverse settings: Consequences for education

Abstract

This scientific essay article addresses the concept of open science and, in line with Kuhn’s notion of a paradigm, describes the remaining shortcomings of this approach to research. The article strives to describe a profile of educational research from the standpoint of open science and the way in which open science policies are applied in educational research. The essay is structured into four phases. First, the introduction establishes the way in which Kantian universalism and Hegelian contextualism may be used to dialectically articulate “open science”. The weaknesses of “open science” are considered through the shortcomings inherent to a paradigm that is still in the process of construction and its pitfalls, defining the aforementioned science as the mere process of disseminating knowledge. Through morphologic realism, weaknesses are considered in depth with regards to cultural reality, the scientific being and limited access to technology, with comparison with real events being omitted. With regards to the syntactic dimension, the mediating sense of administration is discussed as an element which stands in the way of teacher training, is based on imaginary realism and is incapable of overcoming neoliberal colonisation. Conclusions call for a change in direction in “open science” policy. Such change should be oriented towards responding to specific social reality and teacher training so that science is not governed by neoliberal consideration, overcoming the stratified sense of research and “arbitrary instrumentalism” present in education.