Δομική οριοθέτηση της έννοιας του «ρίσκου» στη διδασκαλία

Βασίλειος Ζαγκότας, Ιωάννης Φύκαρης

Abstract


The concept of “risk” is a key feature in many disciplines and areas of human activity. This paper attempts to approach the “risk” as a structural entity in teaching, in order to derive ways to address it in teaching with the aim of reducing or even eliminating it. Initially, there is a conceptual and etymological approach to the term “risk” in Greek and international lexicography, accompanied by a series of “risk” definitions. Then "risk" is approached ontologically and epistemologically, attempting to formulate a functional definition of "risk" in teaching.

Keywords


“Risk”; teaching; ontology; epistemology

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