Phronesis: Recognising a neglected dimension of knowledge within occupational therapy research.

BACKGROUND: Phronesis is a way of knowing, implying wisdom, experiences, and reflections that guide our judgements. Phronesis, important for learning, is a neglected form of knowledge when applied to research. AIM: To examine how phronesis is conceptualised and practiced in three research projects. METHOD: Data from eight interviews with researchers involved in three research projects was generated. The interview material was analysed. A theoretical matrix of contemporary understanding of phronesis was applied to the material. RESULT: Examples of phronesis from three research projects in occupational therapy are presented according to categories of contemporary phronesis; acknowledging embodiment, embracing humility, using perceptiveness, and practicing reflexivity. SIGNIFICANCE: This unique approach of analysing research projects contributes to the understanding of phronesis and its implications for research, providing valuable insights into the researchers' praxis in their respective projects. CONCLUSION: There is a need for a greater recognition of phronesis as a dimension of knowledge within all types of research, and within the discipline. By not recognising phronesis as a legitimate form of knowledge, the discipline perpetuates a superiority of knowledge from episteme that dominates our ways of learning about the world around us and where the type of knowledge gleaned from phronesis is consequently marginalised.

An Epistemological Strategy for Initiating Scientific Revolution against WEIRD Psychology.

This paper, a reply to the thought-provoking paper The WEIRDest People in the World? (Henrich, Heine & Norenzayan, 2010), makes the fundamental argument that most research paradigms from Western mainstream psychology, including theories, methods, and research procedures, are all very WEIRD once moved to non-Western cultures. We thus face not only biased samples but also a deeply WEIRD psychology. Implanting such a research paradigm into non-Western societies may result in an episteme of self-colonization by formulating a mentality of normative Eurocentrism, which may hinder not only the understanding of a local culture. Through this paper I draw on Kuhn's (1962) Structure of Scientific Revolutions to argue that a crisis is needed to initiate a scientific revolution against WEIRD psychology. I then draw on Hwang's (2019a) epistemological strategy as a path for constructing culture-inclusive theories to compliment Western theories found in mainstream psychology.

Nursing for the Chthulucene: Abolition, affirmation, antifascism.

Critical posthumanism as a philosophical, antifascist nonhierarchical imagination for nursing offers a liberatory passageway forward amidst environmental collapse, an epic pandemic, global authoritarianism, extreme health and wealth disparities, over-reliance on technology and empirics, and unjust societal systems based in whiteness. Drawing upon philosophical and theoretical works from Black and Indigenous scholars, Haraway's idea of the Chthulucene, Deleuze and Guattari's rhizomatic thought, and Kaba's abolitionist organizing among others, we as activist nurse scholars continue the speculative discussion outlined in prior papers. Here we further imagine how we can engage a radical philosophical mission of care for all beings human and non, walking and working alongside the people and communities nurses accompany, connected as we are on this dystopian celestial orb. Discussion is centred on critical analyses of traditional justice framing in nursing, and on the praxis possibilities found within rhizomatic thought, making kin, and just episteme while knitting filaments of nursing theory and history, humming song lyrics from collective memory, and critically dismantling received wisdoms to stumble toward a more emancipatory present future.

As dinâmicas dos campos de saberes e práticas e seus objetos indisciplinados / The dynamics of the fields of knowledge and practices and their undisciplined objects / Las dinámicas de los campos de saberes y prácticas y sus objetos indisciplinados

O objetivo deste ensaio foi refletir sobre a dinâmica das áreas de conhecimento no interior do campo da Saúde Coletiva. O ensaio foi construído a partir das obras de Fleck, Bourdieu, Foucault, Deleuze e Guattari e da experiência da autora. Esses pensadores trataram de diferentes faces da produção científica, ressaltando seu caráter social e histórico, a construção dos objetos, as formas de enunciação, os processos de trabalho, os métodos e as relações internas e externas. São destacados aspectos políticos e reflexões sobre as relações entre várias formas de saber e o conhecimento científico. Foram tematizadas as relações da Epidemiologia no interior do campo da Saúde Coletiva e apontados movimentos no sentido de superar barreiras e dificuldades na cooperação entre ciências e disciplinas nesse campo.(AU)

The aim of this essay is to reflect upon the dynamics of areas of knowledge within the field of public health. The essay draws on the works of Fleck, Bourdieu, Foucault, Deleuze and Guattari, and the experiences of the author. These authors dealt with different facets of scientific output, highlighting its social and historic nature, the construction of objects, forms of enunciation, work processes, methods, and internal and external relations. We highlight political aspects of and reflections on the relationships between various forms of knowledge and science. We thematize epidemiological relations within the field of public health and highlight movements towards overcoming barriers and difficulties in cooperation between the sciences and disciplines in this field.(AU)

El objetivo de este ensayo fue reflexionar sobre la dinámica de las áreas de conocimiento en el interior del campo de la Salud Colectiva. El ensayo se construyó a partir de las obras de Fleck, Bourdieu, Foucault, Deleuze y Guattari y de la experiencia del autor. Esos autores trataron de diferentes faces de la producción científica, subrayando su carácter social e histórico, la construcción de los objetos, las formas de enunciación. Los procesos de trabajo, los métodos y las relaciones internas y externas. Se destacan aspectos políticos y reflexiones sobre las relaciones entre varias formas de saber y el conocimiento científico. Se plantearon como tema las relaciones de la Epidemiología en el interior del Campo de la Salud Colectiva y se señalaron movimientos en el sentido de superar barreras y dificultades en la cooperación entre ciencias y asignaturas en ese campo.(AU)

Uncovering today's rationalistic attunement.

In this paper, we explore a rationalistic orientation in Western society. We suggest that this orientation is one of the predominant ways in which Western society tends to frame, understand and deal with a majority of problems and questions - namely in terms of mathematical analysis, calculation and quantification, relying on logic, numbers, and statistics. Our main goal in this paper is to uncover the affective structure of this rationalistic orientation. In doing so, we illustrate how this orientation structures the way not only individuals but society as a whole frames and solves problems. We firstly point towards some exemplary instances of the rationalistic orientation, specifically regarding science, society, and lifeworld practice. Crucially, we argue that the rationalistic orientation is not merely based on a set of beliefs we could easily correct; but rather, that it is an affective condition tacitly shaping our engagement with the world in an encompassing way. Relating to the work of Martin Heidegger, we argue that what we have called an orientation in the beginning is in fact a rationalistic attunement. This attunement fundamentally shapes the pre-reflective level of how individuals approach the world. We elaborate this claim by showing how the rationalistic attunement concretely manifests in tangible socio-material affect dynamics. In the end, we motivate a critical stance towards this attunement, providing the ability to reflect upon and question instances where this way of framing and solving problems is counterproductive.

The emergence of objectivity: Fleck, Foucault, Kuhn and Hacking.

The analytical notions of 'thought style', 'paradigm', 'episteme' and 'style of reasoning' are some of the most popular frameworks in the history and philosophy of science. Although their proponents, Ludwik Fleck, Thomas Kuhn, Michel Foucault, and Ian Hacking, are all part of the same philosophical tradition that closely connects history and philosophy, the extent to which they share similar assumptions and objectives is still under debate. In the first part of the paper, I shall argue that, despite the fact that these four thinkers disagree on certain assumptions, their frameworks have the same explanatory goal - to understand how objectivity is possible. I shall present this goal as a necessary element of a common project -- that of historicising Kant's a priori. In the second part of the paper, I shall make an instrumental use of the insights of these four thinkers to form a new model for studying objectivity. I shall also propose a layered diagram that allows the differences between the frameworks to be mapped, while acknowledging their similarities. This diagram will show that the frameworks of style of reasoning and episteme illuminate conditions of possibility that lie at a deeper level than those considered by thought styles and paradigms.

Kurt Danziger y la historia social de la psicología: un proceso de dominación sobre la experiencia psicológica / Kurt Danziger and the social history of psychology: a process of domination over the psychological experience

La tesis central sostenida en este breve escrito es que la autonomización de la psicología respecto de la filosofía no se debió fundamentalmente a razones epistémicas, esto es, a la delimitación de un objeto de investigación propio, ni al empleo del método experimental. La automatización de la psicología se debió fundamentalmente a razones políticas que luego hicieron posible que pueda reclamar para sí misma ese objeto y ese método. Kurt Danziger permite sostener esta afirmación a partir de la identificación de tres condiciones históricas de posibilidad para dicha autonomización: a) la definición un objeto de estudio, b) el establecimiento de un método de investigación y c) la institucionalización de la relación entre ese objeto y ese método. Estas tres condiciones, a su vez, pueden ser interpretadas en dos niveles de análisis considerando la crítica que formula el filósofo chileno Carlos Pérez a la superioridad del conocimiento científico sostenida por Imre Lakatos. En un primer nivel, de carácter epistémico, se pueden ubicar las dos primeras condiciones históricas que refieren únicamente a las diversas formas de relación entre objetos y métodos. En un segundo nivel, de carácter político, se puede ubicar la tercera condición histórica que refiere a las instituciones que producen esas diversas formas de relación entre objetos y métodos. Junto a Pérez se puede sostener que históricamente la psicología, así como el resto del conocimiento científico, fundará su superioridad frente a otras formas de conocimiento psicológico a partir de su rápida institucionalización y consecuente control sobre la producción del saber psicológico.

The central thesis of brief writing is that the autonomization of psychology to philosophy was not due fundamentally to epistemic reasons -that is, to the delimitation of an object of own research, nor the use of the experimental method. The autonomization of psychology was fundamentally due to political reasons that later made it possible to claim that object and that method for itself. Kurt Danziger allows to sustain this statement by identifying three historical conditions of possibility for said autonomization: a) the definition of an object of study; b) the establishment of a research method; and c) the institutionalization of the relationship between that object and that method. These three conditions, in turn, can be interpreted at two levels of analysis, considering the critique of the Chilean philosopher Carlos Pérez to the superiority of scientific knowledge sustained by Imre Lakatos. At a first level -of an epistemic nature, the first two historical conditions can be located that refer only to the various forms of relationship between objects and methods. At a second level -of a political nature, the third historical condition can be located, which refers to the institutions that produce these various forms of relationship between objects and methods. Along with Pérez, it can be argued that historically psychology -as well as the rest of scientific knowledge, founded its superiority over other forms of psychological knowledge based on its rapid institutionalization and consequent control over the production of psychological knowledge.

Expert Characteristics: Implications for Expert Systems.

While expert systems are artificial intelligence (AI) agents, they share many common characteristics with human experts. As technology progresses, such systems are not just able to make simple decisions following "simplistic" linear logical protocols; they "behave" as real experts in at least two ways: by demonstrating superb decision-making skills and by conforming to the social norms for expertise, i.e., they "feel" as human experts. A review of the common characteristics of human experts may have important implications for the direction of the development for such systems. Implications for bioinformatics and future research (especially concerning the accompanying concept of "expert generalist") are also discussed.

Psychotherapy as a skilled practice.

While psychotherapy is related to both science and art, it is primarily a craft activity requiring the development of skilful practice, epitomized by the discipline of the analytic attitude. In terms of the forms of knowledge outlined by Aristotle, this places psychotherapy in the realm of 'technê' (arts and craft) rather than epistêmê (science). In particular, the technê of psychotherapy is concerned with the development of phronesis (practical wisdom) in both patient and analyst and its ultimate aim is concerned with the promotion of eudaimonia, a state of well-being considered by Aristotle to be definitive of 'the good life'. It is therefore fundamentally an ethical endeavour. The nature of psychotherapeutic skill is illustrated by analogy with three other forms of technê - music, meditation and pottery. Clinical examples illustrate the crafting of interpretations and the art of patient holding.

Alors que la psychothérapie est rattachée à la fois à la science et à l'art, il s'agit en premier lieu d'une activité artisanale qui requiert l'acquisition d'une aptitude pointue, incarnée par la discipline de l'attitude analytique. Se référant aux formes de savoir énoncées par Aristote, la psychothérapie se situe dans le domaine de « technê ¼ (les arts et l'artisanat) plutôt que celui d' « epistêmê ¼ (la science). Notamment, le technê de la psychothérapie concerne le développement de phronesis (la sagesse pratique) à la fois chez le patient et l'analyste. Son but ultime est de promouvoir l'eudaimonia, un état de bienêtre qu'Aristote considère comme le signe de «la vie bonne¼. De ce fait il s'agit d'une œuvre fondamentalement éthique. La nature du savoir-faire de la psychothérapie est illustrée par une analogie avec trois autres formes de technê - la musique, la méditation, et la poterie. Des exemples cliniques illustrent le façonnement des interprétations et l'art de « bien tenir ¼ le patient.

Si bien la psicoterapia se relaciona tanto a la ciencia como al arte, se trata principalmente de una actividad artesanal que requiere el desarrollo de una práctica calificada, encarnada en la disciplina de la actitud analítica. En los términos de las formas de conocimiento descriptas por Aristóteles, esto ubica a la psicoterapia en la dimensión de la 'technê' (artes y oficios) en lugar de la 'epistêmê' (ciencia). En particular, la technê de la psicoterapia concierne al desarrollo de la phronesis (sabiduría práctica) en ambos paciente y analista, y su meta principal atañe a la promoción de la eudaimonia, estado de bienestar considerado por Aristóteles como característico de 'la buena vida'. Es por lo tanto, fundamentalmente, una labor ética. La naturaleza de la habilidad psicoterapéutica es ilustrada en analogía con otras tres formas de technê - música, meditación y cerámica. Ejemplos clínicos ilustran el oficio artesanal de la interpretación y el arte de contener al paciente.

Scientific Representations at the UPR School of Tropical Medicine. IV: Special Technical Studies.

The essay examines the scientific representations that unfolded and evolved at the University of Puerto Rico School of Tropical Medicine (STM) under the auspices of Columbia University (1926-1949). This article on the STM's scientific endeavors is the fourth in a historical serial collection about the images and evolution of sciences at the institution and it portrays the diagrammatic representations of special technical research aspects and studies (i.e., personnel, epidemiology, methodology, animal studies, biology, field studies, treatment and immunology, and chemotherapy agents). The essay focuses on the emerged scientific representations and on the nature and evolution of sciences at the School, and has been divided into four sections: a) images of science, b) evolution during the first two eras, c) the third and last era unfolding, and d) special technical studies. In this paper the scientific representations have been brought about mainly through the analyses of research publications in external and local venues. The analysis of the STM's scientific evolution has been organized in three distinct historical stages: 1926-31, 1932-40, and 1941-49. These representations open an exploration pathway for a better understanding of the intricate interrelationships between the techné and the episteme horizons of tropical medical science in Puerto Rico.

Child health care nurses' use of teaching practices and forms of knowledge episteme, techne and phronesis when leading parent education groups.

This study explores child health care nurses' pedagogical knowledge when supporting parents in their parenthood using various teaching practices, that is how to organise and process the content during parent education groups in primary health care. The aim is to identify teaching practices used by child health care nurses and to analyse such practices with regard to Aristotle's three forms of knowledge to comprehensively examine child health care nurses' use of knowledge in practice. A qualitative methodological design alongside the analysis of video-recordings was used. The results showed that child health care nurses used four teaching practices: lecturing, demonstration, conversation and supervision. Their use of episteme was prominent, but they also seemed to master techne in combination with episteme during the first three teaching practices. During the conversation teaching practice, the child health nurses rarely succeeded. Consequently, they missed opportunities to identify mothers' expressed concerns and to act in the best interests of both the mothers and their infants by the use of phronesis. In health care, however, theoretical episteme is superordinate to productive knowledge or phronesis, which also became evident in this study. Nevertheless, more interactive pedagogical practices are needed if more use of phronesis is to become a reality in parent education groups.

Understanding Indigenous Exploitation Through Performance Based Research Funding Reviews in Colonial States.

Countries with significant indigenous populations, such as Australia, New Zealand and the Nordic countries, are providing increased support for improvements in the number of indigenous academics represented in higher education and engaged in research. Such developments have occurred at the same time as the implementation of performance-based research funding systems. However, despite the significance of such systems for academic careers and knowledge diffusion there has been relatively little consideration of the way within which they meet the needs of indigenous academics and knowledges. Drawing primarily on the New Zealand context, this perspective paper questions the positioning of Maori researchers and Maori research epistemologies (Kaupapa Maori) within the Performance Based Research Fund and the contemporary neoliberal higher education system. It is argued that the present system, rather than being genuinely inclusive, serves to reinforce the othering of Maori episteme and therefore perpetuates the hegemony of Western and colonial epistemologies and research structures. As such, there is a need to raise fundamental questions about the present ecologies of knowledge that performance based research systems create not only in the New Zealand higher education research context but also within other countries that seek to advance indigenous research.

An engineering paradigm in the biomedical sciences: Knowledge as epistemic tool.

In order to deal with the complexity of biological systems and attempts to generate applicable results, current biomedical sciences are adopting concepts and methods from the engineering sciences. Philosophers of science have interpreted this as the emergence of an engineering paradigm, in particular in systems biology and synthetic biology. This article aims at the articulation of the supposed engineering paradigm by contrast with the physics paradigm that supported the rise of biochemistry and molecular biology. This articulation starts from Kuhn's notion of a disciplinary matrix, which indicates what constitutes a paradigm. It is argued that the core of the physics paradigm is its metaphysical and ontological presuppositions, whereas the core of the engineering paradigm is the epistemic aim of producing useful knowledge for solving problems external to the scientific practice. Therefore, the two paradigms involve distinct notions of knowledge. Whereas the physics paradigm entails a representational notion of knowledge, the engineering paradigm involves the notion of 'knowledge as epistemic tool'.

Examining how and why to Engage Practitioners from across the Learning Landscape in the Research Enterprise: Proposal for Phronêtic Research on Education.

Educational practitioners are often reluctant, if not actively resistant, to their participation in production and consumption of educational research. Based on my research experience with educational practitioners, I try to deconstruct this phenomenon using dialogic Bakhtinian and Aristotelian sociocultural frameworks. I consider two major related breakdowns in the educational practice: 1) a lack of self-correcting process in the educational practice, while reliance on accountability policy to achieve the practice quality, and 2) a breakdown between educational research and educational practice. I argue that the first breakdown is caused by viewing teaching as poiesis, aiming at preset curricular endpoints, and not as praxis, critically defining its own values, goals, and virtues. As to the second breakdown, I argue that current mainstream and even innovative research is defined through the technê and epistêmê ways of knowing, which correspond to a poiesic vision of educational practice. I suggest that educational practice primarily involves the phronêtic and sophic ways of knowing, which correspond to a praxis vision of educational practice. I describe phronêtic research of teaching through a case of my students, preservice teachers, working on revisions of their lessons that they conducted at an urban afterschool program. Finally, I consider recommendations for institutional support for phronêtic research on teaching.

'Ancient episteme' and the nature of fossils: a correction of a modern scholarly error.

Beginning the nineteenth-century and continuing down to the present, many authors writing on the history of geology and paleontology have attributed the theory that fossils were inorganic formations produced within the earth, rather than by the deposition of living organisms, to the ancient Greeks and Romans. Some have even gone so far as to claim this was the consensus view in the classical period up through the Middle Ages. In fact, such a notion was entirely foreign to ancient and medieval thought and only appeared within the manifold of 'Renaissance episteme,' the characteristics of which have often been projected backwards by some historians onto earlier periods. This paper endeavors to correct this error, explain the development of the Renaissance view, describe certain ancient precedents thereof, and trace the history of the misinterpretation in the literature.

HPV Population Profiling in Healthy Men by Next-Generation Deep Sequencing Coupled with HPV-QUEST.

Multiple-type human papillomaviruses (HPV) infection presents a greater risk for persistence in asymptomatic individuals and may accelerate cancer development. To extend the scope of HPV types defined by probe-based assays, multiplexing deep sequencing of HPV L1, coupled with an HPV-QUEST genotyping server and a bioinformatic pipeline, was established and applied to survey the diversity of HPV genotypes among a subset of healthy men from the HPV in Men (HIM) Multinational Study. Twenty-one HPV genotypes (12 high-risk and 9 low-risk) were detected in the genital area from 18 asymptomatic individuals. A single HPV type, either HPV16, HPV6b or HPV83, was detected in 7 individuals, while coinfection by 2 to 5 high-risk and/or low-risk genotypes was identified in the other 11 participants. In two individuals studied for over one year, HPV16 persisted, while fluctuations of coinfecting genotypes occurred. HPV L1 regions were generally identical between query and reference sequences, although nonsynonymous and synonymous nucleotide polymorphisms of HPV16, 18, 31, 35h, 59, 70, 73, cand85, 6b, 62, 81, 83, cand89 or JEB2 L1 genotypes, mostly unidentified by linear array, were evident. Deep sequencing coupled with HPV-QUEST provides efficient and unambiguous classification of HPV genotypes in multiple-type HPV infection in host ecosystems.

Foucault's legacy for nursing: are we beneficiaries or intestate heirs?

Drawing upon selected literature from the United Kingdom, Denmark, and Canada we examine how Foucault's concepts of 'episteme', 'rupture' 'parrhesia' 'care of the self', and 'problemitization' have been applied to particular contexts of leadership development, pedagogy, nursing knowledge, and the relationship between caring and politics. Our aims are threefold: to give examples of how selected Foucauldian concepts have been taken up in practice; to clarify how we are positioned today as nurses; and to invite more nurses to engage critically with historical inquiry and to engage in deep philosophical reflection about their relationship with nursing. We begin by examining the conditions and circumstances of Foucault's life, and conclude by posing the question in our subtitle to stimulate debate about the philosophical relevance of Foucauldian scholarship to nursing.

Planteamientos pedagógicos relacionados con las ciudadanías propias en la pedagogía crítica de Paulo Freire / Pedagogical approaches related with the very citizenships in Paulo Freire'’s critical pedagogy

Este artículo expone las reflexiones realizadas sobre los fundamentos pedagógicos, políticos y antropológicos de Paulo Freire en relación al análisis de la categoría ciudadanías propias para América Latina.

This article sets out the reflections on Paulo Freire’s pedagogical, political, andanthropological foundations in relation to the analysis of the very citizenshipcategory for Latin American.

Leadership development in the English National Health Service: A counter narrative to inform policy.

OBJECTIVES: To examine the current approach to leadership development in the English National Health Service (NHS) and consider its implications for nursing. To stimulate debate about the nature of leadership development in a range of health care settings. BACKGROUND: Good leadership is central to the provision of high quality nursing care. This has focussed attention on the leadership development of nurses and other health care staff. It has been a key policy concern in the English NHS of late and fostered the growth of leadership development programmes founded on competency based approaches. DESIGN: This is a policy review informed by the concept of episteme. DATA SOURCES: Relevant policy documents and related literature. REVIEW METHODS: Using Foucault's concept of episteme, leadership development policy is examined in context and a 'counter narrative' developed to demonstrate that current approaches are rooted in competency based accounts which constitute a limited, yet dominant narrative. CONCLUSION: Leadership takes many forms and varies hugely according to task and context. Acknowledging this in the form of a counter narrative offers a contribution to more constructive policy development in the English NHS and more widely. A more nuanced debate about leadership development and greater diversity in the provision of development programmes and activities is required. Leadership development has been advocated as being crucial to the advancement of nursing. Detailed analysis of its nature and function is essential if it is to meet the needs of nurse leaders.

As duas faces da moeda: heterotopias e emplazamientos curriculares / The two faces of the coin: heterotopies and curricular emplazamientos

A partir dos conceitos foucaultianos de heterotopia e episteme, e do conceito de emplazamiento, proposto por Jorge Larrosa, este artigo discute algumas questões acerca das relações entre o espaço e o currículo. O currículo é aqui compreendido como um artefato que contribuiu para um tipo muito particular de representação do espaço, na episteme clássica. O currículo funcionou para que a espacialidade medieval sensorial, finita e fechada fosse substituída por uma nova espacialidade abstrata, infinita e aberta. Mais tarde, na Modernidade, tal espacialidade extensional deu lugar a uma espacialidade posicional e reticular, a favor da qual o currículo continuou trabalhando. Agora, na Pós-Modernidade, o espaço está assumindo novas configurações. Para descrever uma dessas novas configurações, é muito útil o conceito foucaultiano de heterotopia. As heterotopias são lugares reais, mas elas parecem estar em oposição em relação aos lugares comuns em que vivemos. Desse modo, as heterotopias confundem a linguagem e perturbam nosso entendimento, mas, ao mesmo tempo, abrem a possibilidade de novos pensamentos, novas representações e novos insights acerca do mundo que nos rodeia. Este artigo sugere que é possível conceber o emplazamiento de Larrosa como uma heterotopia. Nesse caso, dá-se a própria profanação da Pedagogia, de modo que novas possibilidades abrem-se para as nossas teorizações e práticas educacionais.

From the foucaultian concepts of heterotopy and episteme, and from the concept of emplazamiento developed by Jorge Larrosa, this paper discusses some questions about the relations between the space and the curriculum. Here, the curriculum is assumed as an school artifact implicated with a very particular kind of representation of the space, in the classic episteme. It is argued that the curriculum contributed to the substitution of the medieval spaciality sensorial, finite and closed for a new one abstract, infinite and open. Later, in Modernity, such extensional spaciality was replaced by a positional and reticular or gridded spaciality, for which the curriculum still proceeded. And now, in Postmodernity, the space is assuming new configurations. To describe one of these configurations, is very useful the foucaultian concept of heterotopy. The heterotopies are real places; but they seem to be in opposition with relation to the common places where we live. So, the heterotopies confuse the language and disturb our understanding; but, at the same time, they open the possibility of new thoughts, new representations and new insights about our world. This paper suggests that it is possible conceive the larrosian emplazamiento as an heterotopy. In this case, it happens a very profanation of the Pedagogy, so that new possibilities are open to our educational theories and practices.