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ERIC Number: ED372029
Record Type: Non-Journal
Publication Date: 1994-Feb-28
Pages: 9
Abstractor: N/A
Reference Count: N/A
Comparative Didactic: A New Research Perspective.
Colomb, Jacques
Comparative didactic views classroom epistemologies in various disciplines from a comparativist perspective. A diagrammatic model is suggested which takes account of problems posed by different disciplines. The model puts forward four origins of school knowledge: scientific knowledge, reference knowledge, referential praxis, and expert knowledge. With this map of the origins of school knowledge, it becomes possible to situate the different subject disciplines to the degree that they lie close to one or other of the different poles. The way in which the forms of school knowledge function within the teaching system is then discussed. Teachers obtain school knowledge by way of school district instructions, syllabus, textbooks, and so on. They put that to work in their class in the form of taught knowledge, and the final recipient is pupil knowledge. School, teacher, and pupil epistemologies pose formidable problems of compatibility. The teaching process is characterized as having contextualizing phases, decontextualizing phases, and recontextualizing phases. In scientific disciplines, teaching in junior high school is primarily arranged around contextualizing, whereas in high school it is mainly organized around decontextualizing. In nonscientific disciplines, methods of organization differ by subject. Comparative didactic is felt to provide a better understanding of the way teaching functions in different disciplines. (JDD)
Publication Type: Opinion Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A