The Role of Context in Didactic Knowledge Building: An Epistemological Approach
The Role of Context in Didactic Knowledge Building: An Epistemological Approach

Summary/Abstract: The study analyzes the importance of context in didactic knowledge building. According to the pedagogical triangle model proposed by Houssaye, we could consider three meanings of knowledge within the didactic context: knowledge as transmission/absorption of knowledge, knowledge as a personal approach, and knowledge as an interpersonal and socio-cultural approach. The role of actors and the nature of the cognitive relationship change depending on the vision on knowledge, but also the context in which it is situated. Extending Houssaye’s idea of integrating the pedagogical situation in the institutional context, our aim is to provide a detailed description of the relevant contexts from a didactic point of view. The pedagogical triangle contextualized model emphasizes the importance of context in shaping the meaning of knowledge and explains the interactions between all the factors involved in the educational process: student, teacher, knowledge, school, family, community and society. The existence of strong and frequent interactions between schools, families and communities is the basis for building common messages for students and developing a positive attitude toward knowledge.

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