In this Master's thesis, the issue of common sense in educational sciences, philosophy, and psychoanalysis is addressed. The primary purpose and objective of the thesis are to present comparative connections, a critical overview, and a comparative analysis of fundamental concepts within the interdisciplinary scientific research of educational sciences, philosophy, psychoanalysis, and epistemology.
The discussion is initiated by the delineation of the history of ideas from the history of science, with an emphasis placed on their simultaneous interconnectedness. It is demonstrated that for rigorous scientific research, it must be understood that concepts formed under historically different circumstances may differ in today’s intellectual horizon and common-sense reasoning from their original conceptual meanings.
Furthermore, three scientific revolutions are examined, which represent a confrontation with common sense and through which humanity is placed into a new world of thought and life in each period. In the following step, the concepts of common sense, science, and scientific ideology are precisely defined. The precision of these definitions represents the foundation for the further understanding of the discussion, where texts concerning the issue of common sense in the educational sciences field are also analysed to better illustrate and deepen the subject matter.
In this context, the problem of common sense is also treated as a site of struggle for universality, which demands constant exposure and critical deconstruction.
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