Situations and Forms of teaching-learning

  • Michel Brossard


Within a socio-historical framework, the author endeavors to clarify the specificity of human understanding. He proposes alternative criterion for the determination of «the degree of formality» of different teaching-learning situations. This allows a disclosure of the distinctive features of these school conditions as formal situations. This analysis leads the author to some investigation into contextual cognition’s contribution to didactic research.

How to Cite
Brossard, M. (2018) “Situations and Forms of teaching-learning”, Swiss Journal of Educational Research, 23(3), pp. 423–438. doi: 10.24452/sjer.23.3.4612.