Aspects Relating to Didactics and the Problem of Knowledge

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 evolution was exmplified through three stages: traditional didactics, modern didactics and postmodern didactics. The problem of knowledge belongs to philosophy, respectively gnoseology (epistemology). From scientific knowledge to the knowledge of school type, is reached through a process called Didactics Transposition (DT-Chevallard, 1982). The concept evolved into Anthropological Didactics Transposition (ADT Chevallard, 2012). Definition paradigm, as designating a model was used, in „The Structure of Scientific Revolutions” (1962), author Thomas Kuhn, following the impact produced on the scientific community, in Postscript (1970). Three personal contributions aimed at a better understanding of this. Paradigms of curriculum use to guide Postmodern Didactics. The conclusions of this study which put face to face didactics with gnoseology (the knowledge problem), are presented at the end of the paper.