The pedagogic paradox (or why no didactics in England?)

Abstract

This article has been written for two purposes. First, it explores a paradox: that recent Anglo-American usage of 'pedagogy' mirrors the mainland European use of 'didactic'. Secondly, it is a comment on the current status of curriculum studies. In particular, it relates curriculum analysis to the fields of didactic and pedagogic analysis.

Invited Lectures from the 13th International Congress on Mathematical Education

“…In contrast to its etymological roots (Young 1987), the word "pedagogy" is nowadays strongly associated with formal teaching and schooling (Hamilton 1999). This association elicits a paradoxical sense to the phrase "pedagogy of emergent learning" because school teaching is commonly seen as inherently teleological, as if, without explicit behavioral goals, teaching were to dissolve into a mass of incoherent and random interactions devoid of purpose.…”

Matética, pedagogia e o papel que ainda não têm nos estudos curriculares

“…Com a ajuda de Hamilton (1993Hamilton ( , 1999, o artigo estabelece uma relação entre pedagogia e didática, respetivamente nas culturas anglo-americana e europeia. Como exemplo para a compreensão do que é pedagogia, apresenta-se o construcionismo de Papert, mostrando como ela pouco tem a ver com didática, tornando evidente que, caso Pinar se tivesse exprimido em língua portuguesa, teria considerado que o que está efetivamente inflacionado nos estudos curriculares é a didá-tica, devendo essa inflação ser corrigida.…”

“…Con la ayuda de Hamilton (1993Hamilton ( , 1999, el artículo establece una relación entre pedagogía y didáctica, en las culturas anglo-americana y europea.…”

Proof, Proving, and Teacher-Student Interaction: Theories and Contexts

“…Both terms come with significant theoretical baggage and neither is unproblematic in English. As Hamilton (1999), for example, shows, some Anglo…”