Aspects Relating to Didactics and the Problem of Knowledge
Aspects Relating to Didactics and the Problem of Knowledge

Summary/Abstract: Some aspects relating to didactics and the problem of knowledge are presented in this paper,given the evolution of concepts, from Didactica Magna in Postmodern Didactics. This evolutionwas exmplified through three stages: traditional didactics, modern didactics and postmoderndidactics. The problem of knowledge belongs to philosophy, respectively gnoseology(epistemology).From scientific knowledge to the knowledge of school type, is reached through aprocess called Didactics Transposition (DT-Chevallard, 1982). The concept evolved intoAnthropological Didactics Transposition (ADT Chevallard, 2012). Definition paradigm, asdesignating a model was used, in „The Structure of Scientific Revolutions” (1962), authorThomas Kuhn, following the impact produced on the scientific community, in Postscript (1970).Three personal contributions aimed at a better understanding of this. Paradigms of curriculumuse to guide Postmodern Didactics. The conclusions of this study which put face to face didacticswith gnoseology (the knowledge problem), are presented at the end of the paper.

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