Abstract

The essay looks at the "science of education" in order to formulate general hypotheses with regard to teaching that embrace various "levels" of logic. These levels are identified on the bases of an analysis of the different levels of learning. Following upon the work of Bateson, one can treat all the cognitive and affective aspects of education as processes of learning. This leads to a distinction between upbringing and education on the basis of differences in the types of domain and authority. So, if it is possible to see a certain isomorphism between the different levels of learning and those of communication - and if, following upon an idea put forward by Laporta, one sees teaching as a particular form of communication - then it is possible to see a certain isomorphism between the logical categories of learning and those of teaching. From the didactic point ov view, the result is coherence between type of teaching anda type of learning. In other words, one can distinguish between direct action over a short period of time with concomitant levels of learning at lower levels of logic (that is specific knowledge and skills) and collateral action over a long period of time with concomitant learning related to the higher levels of logic (the creation of an individual's emotional and mental fabric).