Τα διδακτικά όρια και οι δυνατότητες της «Παιδαγωγικής του Αιτίου» του Gaston Mialaret: Επιστημολογική τεκμηρίωση

Περίληψη

This article attempts to substantiate the epistemological boundaries of Mialaret’s “Cause Pedagogy”. On this basis, the authors investigate the conditions under which the teacher can be the “cause” of learning within the context of his pedagogical interaction with the learner. In order to answer this question, the first delineation highlights the role of the teacher within the pedagogical relationship with the learners. Subsequently, after extensive study of Mialaret’s texts and related bibliographical sources, it can be concluded that the teacher can be the “cause” of learning: (a) when identifying and defining his pedagogical relationship with the learner, (b) when responding to effectiveness within the complexity of his role, c) when he uses his scientific knowledge of pedagogy in daily teaching, and finally d) when he uses information from other sciences to optimize teaching.