Ricerche pedagogiche e didattiche: distinguere senza separare, per una responsabilità comune

It is possible to think that the research in educational theory (or researches in educational theory) may not intersect the research on educational practice (or researches on educational practice) even if not by immediate but by indirect ways? If the first one is research, it has a cognitive value and its theoretical outcomes somehow end up generating knowledge spillovers that intersect the second one. It is possible to think that the research (or researches) on educational practice may not intersect the research (or researches) in educational theory, although through non-linear but mediated paths? If the first one is research, although structurally oriented to inform practice, it faces deep questions and epistemological doubts, and this is a challenge for the conceptual and theoretical reflexion. This paper focuses on some points related to the aforementioned questions and points out issues of distinction and complementarity, in the perspective of a common educational responsibility.