Cognitive Pedagogy or a Strict Nominalistic Approach to Pedagogy

  • F. Vandamme
  • R. U. Ghent

Abstract

How important in the educative process are language deviations and language disturbances? Are we dealing here with something mar­ginal to the educative process or are we rather, immediately at the heart of the matter? In other words is the contemplation of language deviations and disturbances a phenomenon lying at the edge of the whole educative process? The answer to this question will determine how one handles language deviation and its treatment. If one considers it as a marginal phenomenon, then language deviation is a matter relevant only a) for a few specialists who as or with logopedists must help the deviating child when his deviation be­comes very large or hindering, or b) it is the business of the general educator, when he has spare time or has realized his glo­bal objectives or as a breather, to hold himself busy with the language of his patients, his children.

Keywords

Education Process Pedagogical Situation Language Deviation Register Series Educative Action 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 1986

Authors and Affiliations

  • F. Vandamme
    • 1
  • R. U. Ghent
    • 1
  1. 1.Seminaire Logika en KennisleerGentBelgium

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