The notion of didactic discourse in the psychological analysis of educational processes

Abstract

The concept of didactic discourse, as originally proposed by Gilbert Ryle, is examined in relation to its use in the psychological analysis of educational processes. The concept is presented just as it was described in Ryle’s book The Concept of Mind in order to examine some interpretations of this notion as a technical term for a psychological analysis of education. A few questions arising from the review of these interpretations that somehow deviate from Ryle’s original concept are discussed. The main conclusion argues that it is necessary to maintain the original meaning of the term didactic discourse for methodological reasons, so as to empirically determine its role as an independent educational factor in the development of abilities and competencies, different from demonstrations and exemplifications.