This article focuses on disciplinary interrelationships between philosophy and history
within the framework of educational sciences. It deals with the epistemological, material, political,
and categorical conditions of permeability, some of which initiate a separation of historical science
from philosophy, whereas others allow, on the one hand, for history to profit from philosophy and, on
the other, for philosophy to profit from history. The article illustrates how both history and philosophy
benefit through reciprocal openness within education as an academic field. Permeability between
history and philosophy in educational research may draw attention to lacunae on both sides and
challenge methodological stereotypes and seemingly unavoidable dispositions of reasoning, the
recognition of which may contribute to an enrichment of educational research.
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