Abstract

The paper looks at the idea of the "formative value" of the practice of teaching. This can be seen concretely in terms of "cultural valence" (a factor in the enrichment and refinement of the self) and in terms of the development of cognitive affective potential (that is, at both a personal and intellectual level). From the point of view of planning syllabuses, this means making choices with regard to what should be taught and how it sholud be taught. Both of these have to be "in tune" with the subject itself that is, with its epistemological characteristics so as to reflect and make explicit the cognitive project within it and the educational aims it pursues