Entre didactique et pedagogie: Epistemologie de I' espace/temps strategique
DOI:
https://doi.org/10.11575/jet.v25i2.44303Abstract
This paper deals with the double agenda of teaching and its epistemology. Both subject-matter and pedagogical realities merge in one strategic focus while immediate actions impose a constant adaptation of planning and relational guidance. Actually, strategic space/time would be a flow experience where cognitions meet the field of practice. Its junction "way of knowing" or epistemology might define the domain of educational pragmatics. The author examines the way transformations of knowledge could be represented according to recent trends in artificial intelligence. Mental models may be most adapted to teaching practical cognitions, but their use in education might have the limits of any instructional generalization.
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