Didactic Transmission of Knowledge

Abstract

This study seeks to trace the rules on which didactic transmission is built, and the processes it goes through in order to try to bridge the gap between the two fields: knowledge and educational. Then, the study tries to record some preliminary observations related to the knowledge transfer of critical theories and concepts with which school literary texts are approached, to ask a number of fundamental questions such as: Is there a pedagogical justification for borrowing these critical concepts and investing them in scholastic analysis of texts? Then how are these concepts conveyed? What are the caveats that surround the transfer process?