Resumen

In the first part of this article, I argue that generalization involves three related components: phenomenological, epistemological, and semiotic. I also argue that the concept of generalization conveyed by theories of knowing (e.g., rationalist and empiricist) depends on the manner in which these theories understand the above three components and their interrelations. I elaborate my argument in reference to a cultural-historical dialectical concept of generalization. In the second part of the article, I provide an overview of the articles contained in this special issue and discuss their contributions to educational research.