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Wolfgang Ratke
In Latin verbs docere and discere - teach and learn. Didactics takes on a different meaning from the literary one in Central Europe. In Germany a new educational system is presented and the term DIDASTICÓS. -
Juan Amos Comenio - Magna Didactics
It is a "universal artifice" to teach everything to everyone (popular school). Lay the foundations of didactics and articulate its ideal (Pansophy) through an inductive methodology linked to mysticism. It proposes the technique and the teleological dimension. Use the “learn by doing” method. It is based on the method, order and levels of organization of education. It presents the general and special didactics. Theorize conscious assimilation. Reductionist and decontextualized approach -
John Locke
Didactics as a technique to arrange the student's mind. It must start from direct observation and personal experience -
Jean Jacques Rousseau
Outlines in his books bases that will later be studied by psychology as a child is different from the adult and has its own laws and evolution. So the resources must be adapted to the age of the student, to his interests and development. The child is the center and end of education. Intuitive teaching. Teacher as a guide -
Johann Heinrich Pestalozzi
Promoter of the popular school. The didactics of the 19th century took its principles as a basis. Self-training. Exercise attention, observation and memory before judging and reasoning. I play as a tool to create experiences. Doctrine of the intuition of the objects deepened in the elements: number, form and language. Logical method based on the analytical and systematic conception of teaching and learning -
Johann Friedrich Herbert
He built a didactics based on psychology whose basic concept is "interest", as a principle of intellectual life, a source of activity and a principle of morality. It assumes that in a set of ideas, there is a predisposition to unite with others. This from the experience in nature and the relationship with human beings. Term instruction as the way to communicate to others. Emphasis on training people (internal freedom). Teaching moments: clarity, association, systematization and method. -
María Montessori
Didactics and students as protagonists of the teaching-learning process. Montessori Didactics: environment with didactic objects that guarantee the student's interest, adaptation to the student's needs. Internal self-discipline. Part of simple and concrete experiences. -
John Dewey
Teaching is guiding the learning process. Learning is doing according to the student's interests and through activities and experiences. Train for life in a democratic society. It proposes groups of children brought together by interests and not by age. Teacher as environment organizer. Proposes to educate in a democratic environment -
Otto Willmann
Postulates Perennial pedagogy, which reflects the tradition of Plato, Aristotle, etc., which expressed that didactics had to take into account individual, social, and historical factors to obtain real progress in education. He gave it a more general character, as the theory of acquisition of what has formative value, that is, the theory of human formation. With which it came to be confused with all Pedagogy or global science of education. -
Ovide Decroly
Didactic method: observation, association of the observed and expression of thought. Centers of interest according to student needs. School for life through life itself -
Roger Cousinet
Teamwork method. Teacher friend of the student. Active, participatory and cooperative learning, focused on students: A relevant curriculum, related to the student's daily life. A flexible evaluation system. A closer and stronger relationship between school and community. A formation of democratic values and attitudes. More effective and practical teacher training. A new role for the teacher as facilitator -
Stephen Kemmis
: Critical Didactics and as research to guide educational practice. Dialectic the theory-practice relationship. It offers teachers conceptual and methodological references to understand their practice. Didactics articulated with critical rationality and built from teachers with social contexts, subjects and knowledge oriented by an emancipatory interest to build a more just society -
Jean Piaget
Piaget in his didactic model proposes that new content taught to the student can cause disturbance, and at the same time, recall previous knowledge that the student has. (Learning as an internal constructive process). Prima discovery method. Privilege cooperation. Outline concept. Influence of the social and physical environment on learning. Organization of the classes. Adaptive assimilation and accommodation mechanism -
Hans Aebli
Didactics is the result of a constructive interaction between theory and practice: theory as a frame of reference and orientation of praxis, and praxis as validation of theory. It has 3 dimensions: Means to carry out the communication process, structural content of the teaching-learning process (actions, operations and concepts) and functions of the process that enables the construction -
Paulo Freire
Teacher as facilitator, active and participatory student. Both educate each other through dialogue. Open dialogue taking into account the needs of the student. Critical didactics requires granting preeminence to a mode of construction of thought that, in itself, becomes or originates other organizing categories of the real, while making problematization possible and imposing a way of thinking, of attributing meanings and ways of living teaching. Liberating sense of education -
Imideo Giuseppe Nérici
Didactics is a set of techniques through which teaching is carried out; To do so, it brings together in a practical sense all the conclusions and results that come from the educational sciences in order to make said teaching more effective -
Renzo Titone
Didactics is a practical-poetic science, a theory of teaching praxis. The didactic act is the intentional action of the teacher at the moment an active bipolar relationship is established, which is updated in a personal dialectical process, which begins with the transient master stimulus (teaching) to end in the immanent assimilating response of a truth (learning) by the student -
Period: to
CRITICAL CURRENT
It arises as a reaction to the technical approach. Contents are a problem object of didactics and not just a means to provoke learning. It is like an anti didactics that stimulates the critical spirit. The hermeneutical method: Qualitative research in teaching problems and contextual solutions. Think of group dynamics, subjectivity, and political ideological components. The perspective of planning as research arises. The reality of the classroom is minimized. -
Period: to
CURRENT TEACHING
From the epistemological relativism of the 80s, the universal is denied and schooling processes are criticized. There are difficulties in defining the didactics that is learning, social situation and institutional context. The field of didactics is not clear from other disciplines. The general didactics, is usually criticized and replaced by specific didactics. Teaching requires proposals from general didactics and not from a fragmented perspective or from psychology -
Antonio Hernández Fernández
This is another way of calling the two-way communication process that takes place in each didactic act. It is the science that has as its formal object the teaching / teaching activity with the appropriate methods. In the teaching-learning process, it considers elements such as: the teacher-student relationship, method or set of strategies, learning content and the sociocultural environment, in its closest dimension,Including cultural elements typical of the community where the school -
Elliot Eisner
Considers didactics as an artistic activity in several ways: aesthetic experience for teacher and student, artistic in the course of action, is not routine but subject to unpredictable contingencies. It is innovative and supported by reflective processes. The ends are created during the process. -
José Fernández Huerta
Didactics aims at the normative decisions that lead to learning thanks to the help of teaching methods -
Guy Brousseau
Identify 3 obstacles to learn: Ontogenic, didactic and epistemological -
Yves Chevallard
Learning constitutes a process of active construction of meanings by the learning subject. Didactic transposition: adaptation or transformation of knowledge or teachable content. -
Susana Barco de Surghi
The "micro" views within didactics ignore the social reality in which educational policies are inserted, thus contributing to the illusion of total autonomy of the class. The "macro" views, meanwhile, move away from everyday life in the classroom. Both perspectives do not attend to what is necessary, the problem of content, its presentation and articulation. The macro approach as the micro do not attend to the learning content, its presentation, development and didactic articulation -
Carlos Eduardo Vasco
Didactics as a thoughtful, systematic and innovative practice of how to teach and how to learn. It has investigative, evaluative, and writing components -
José Contreras Domingo
Didactics as the discipline that explains the teaching-learning processes according to the realization of educational purposes. It supposes, then, a reflective author's gaze linked to moral (axiological) commitment, as well as a projective (teleological) dimension. -
Miguel Angel Zabalza
Didactics is the field of knowledge of research, of theoretical and practical proposals that focus above all on the teaching and learning processes. It works on problems such as teaching, planning and curriculum development, analysis of the learning process, design, monitoring and control of innovations, design and development of new educational technologies, teacher training and development, special instructional programs -
Saturnino de la Torre
Didactics is a reflective-applicative discipline that deals with the processes of training and personal development in intentionally organized contexts. According to him, the evolution of Didactics would lead us to talk about the following moments:
a) Craft phase.
b) Methodical phase.
c) Philosophical phase.
d) Application phase.
e) Explanatory and regulatory phase.
f) Epistemic or paradigm phase of rationality. -
Anderson and Sampson
They point out the benefits of didactic contracts: relevance, autonomy, structure and equity -
José María Oliva
Understands general didactics as a system, as a totality made up of elements that coexist and act interdependently; It is an overview that leads to interdisciplinary work. The general didactics is conceived as the omni-comprehensive pedagogical science, it is not about isolating the facts but rather individualizing them in order to undertake their study more effectively. -
Ángel Diaz Barriga
Didactics is a theoretical, historical and political discipline. It is connected to a theory of education and to conceptions of society and subject. It responds to a specific story moment and connects to a social project. It is also supported by various social knowledge -
Frida Díaz BarrigaArceo and Gerardo Hernández Rojas
They present some teaching strategies for meaningful learning. -
Joan Mallart I Navarra
Didactics is the science of education that studies and intervenes in the teaching-learning process in order to achieve the intellectual training of the student. It is a practical science, of intervention and transformer of reality. Didactic approaches: Artistic vision, technological dimension and scientific character -
Robert Roiser
Proposes working emotions and social intelligence and cultural and ethnic identity in the face of cultural diversity. It proposes the universality of the aspirations and hopes of human beings. In addition, it suggests art as the way of working attention and discipline.
