La pedagogía científico-espiritual y culturalista:

un antecedente filosófico para la relación pedagogía-patrimonio cultural

Abstract

The use of the term ​​cultural heritage started in certain moment to designate certain cultural manifestations generationally transmitted although, throughout history, there had been other words or another way to comprehend what is named by it. Recognizing the above and considering what is understood in this framework by heritage education, this article aims to address a possible philosophical background for the education-cultural heritage relationship from Pedagogy. Wilhelm Dilthey's pedagogical approaches will be discussed, as well as the culturalist pedagogy developed by his disciples, mainly Eduard Spranger and whose work was continued by the Spanish Juan Roura-Parella. With the centrality that they gave to the education-culture link, it will be possible to conceive a path for the philosophical bases of the pedagogical reflection on cultural heritage education.