LOGIC OF DIDACTIC DISCOURSE. AN EPISTEMOLOGICAL
LOGIC OF DIDACTIC DISCOURSE. AN EPISTEMOLOGICAL

Author(s): Marius-Costel Eşi
Subject(s): Social Sciences, Education
Published by: Editura Eikon
Keywords: didactic discourse; logic of didactic discourse; didactic communication; educational logic; teaching strategies
Summary/Abstract: The need to assume a teaching discourse implies a specific approach that has as determinant core the subjectivity of the educational actor who transmits/receives certain messages. Such messages are decoded and reformulated, we could say, even repeated at the level of curricular contents, most often of a scientific nature. Thus, the understanding, or the misunderstanding of such contents lies in the fact that a discursive algorithm is not always observed, precisely in order not to confine the teaching activity to the level of a convergent specific attitude. In other words, the understanding and misunderstanding of a message, the curricular content, can result from the very mutual attitude existing among the participants in the teaching communication process. Such an attitude is especially obvious when using a divergent specific attitude, which has the effect of using strategies based upon creativity. Beyond the existing conceptual paradox (the term "strategy" itself implies, or at least should imply the use of a clear, coherent, well-structured and organized algorithm) at the level of teaching, our reference is mainly focused on the ways in which one can build a teaching discourse taking into account a specific substantiation of a logical nature, i.e. an educational logic. Therefore, the purpose of this approach that we initiated is to analyze how a logic can be achieved at the level of teaching discourse and to what extent it can validate an educational reality.

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