Abstract

This contribution presents some thoughts on the form of writing suited to pedagogy as a scientific discipline, considering writing according to a pragmatic point of view, as a comunicative practice with specific purposes and in particular to let addressees understand the message. The general argument that is presented through an examination of some forms of pedagogical writing still practiced, is that pedagogical writing should be characterized by conceptual clarity of conceptualization and consistency of argument. Indeed, the context of a scientific discipline it is not only about communicating what and how, but it is also necessary the cause.