THE DIDACTIC TRIANGLE MODEL

Epistemological axis Psychological axis

Summative axis 1 3 Cognitive axis
Didactic elaboration Didactic appropriation

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Praxeological axis
Formative axis
Didactic interactions
Didactics studies in the field what is at the heart of the educational act, according to the model of
The educational triangle of Jean Houssaye: is it knowledge, the teacher, or the student. From the point of
school life, we talk about 'knowledge, teacher andstudent».
The pedagogical triangle represents three vertices or poles: theto know, the teacher and
the learner. It models the fundamental elements involved in the act of teaching, giving
thus a picture of the complexity of this situation. For this reason, the authors also speak to
his subject of didactic system or ofdidactic triangle.
The didactic triangle is a schematic representation of the didactic system.
The didactic system, which appears in all mediation of knowledge between a teacher and a
taught, is formed by the interrelations produced between the three poles of the triangle.

THE THREE POLES OF THE TRIANGLE

The terms knowledge (S), teacher (P) and students (V) [...].
Knowledge refers to the content, disciplines, programs, acquisitions, etc.
Students refer to the educated, the trained, the taught, the learners,
educating themselves
The professor is also the teacher, the trainer, the educator, the initiator,
the companion, etc.1.

1.1. Knowledge Hub

specific approach organizing knowledge;
notions of prerequisites in knowledge;
formulation and presentation of objectives;
valid and desirable objectives based on the age of the children;
disciplinary logic (e.g., geography and maps);
program concern;

1
Houssaye, Jean, 2002, Pedagogy, an encyclopedia for today, Paris, ed. ESF, Coll. 'Pedagogies', p.
15.

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 didactic
etc.
If the pole is too strong: pragmatic drift (master giving a lecture);
if the pole is too weak: lack of content.

1.2. Master's hub

questioning one's role in the educational relationship; what educational context
establish
depending on whether the trainer is comfortable with group management, knows how to master or
not the heterogeneity of pathways. He will choose a flexible, open system, or more
rigid
inventory the learning procedures, overall, of all forms of
didactic work;
evaluation of one's own teaching action.
training, knowledge, experience, temperament...
"expert" teacher;
pedagogy of the model:
explanation of procedures ;
learning process;
etc.
if pole too strong: demiurgic drift (master who believes in his omnipotence)
words, to the malleability of the mind) ;
If the pole is too weak: absence of identification with the master, absence of desire for him.
to please.

Questions to ask
The elements of the observed educational session - how are the students motivated?
Is the child recognized? (in the group and by the teacher)
Which teacher does the child prefer to work with?
Is the child placed at the center of the activity?
Do students all learn in the same way?
Can we talk about strategies proposed by the student?
What does the teacher do for the student to learn?
Does it go from the simplest to the most difficult?
Professor attached to the text without any modification?
How is the planning, execution, and control of 'what it
to do

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 Inquire about the previous student and the student who is attending musical sessions.
schoolchildren.

Engage in dialogue with the child:

What is the share of doing and of 'saying about'?
The time of speech, the time of silence.
The teacher's mission is not to ensure that students learn, but rather to make them.
lucky they can learn. His task is not to take charge of learning - what
stays outside of its power - but the responsibility for creating the conditions of possibility
of learning." (Chevallard, 1986)

1.3. Student Hub

to question the initial situation, in other words, on the set of data
personal, social, institutional;
to question the degree of teachability of the student, their understanding, and their maturity
its operational capabilities;
take into account desires, use valued references and models as leverage
the students, arouse desire and motivate;
control communication, seek trust-building procedures,
of encouragement, of assistance in research;
think about research activities in terms of the heterogeneity of the learning subjects;
consideration of the student's psychological state, attention abilities, learning styles
cognitive, work rhythms, level differences...
if too strong a pole: psychological drift (passive listening to the student's aspirations,
concentration on one's learning processes at the expense of what is appropriate
of learning...) ;
If the pole is too weak: violence against the child in their integrity.
A widely held ideology assumes a simple transfer link from teaching to
learning: the student records what is communicated by the teacher, perhaps
some loss of information.

Questions to ask oneself

It is the formed subject, the observable being within society.
Is this student differentiated when they are having difficulty?
Look for where something new is being talked about.
The expectations and questions of the child regarding their music education
school
The influence of a child's musical activity.

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 What are the types of mediation?
group/student mediation;
words of the professor.
The group
The centralization on contact with the other.
The way he acts in a collective work
independence, submission or conformity to the group;
collective interest of the action;
Can we talk about collective happiness?
Attachment to the group: how are inter-group relations woven?
How does the student learn? What learning group structure distinguishes...
Are we?
Look for the similarity among the students.
Directive or semi-directive group.
The relationship with the teacher
How does the student learn?
Does the teacher give him a ready-made answer?
Do the students talk to find the solution?
The personal and direct relationship of the student to knowledge
Does the student discover?
to say about what we've discovered.

Looking for personal initiatives from children: sharing, the fundamental role
granted to the child.
This basic framework allows for the analysis of different pedagogical methods. It aims to put in place
evidence the necessary interactions (the sides of the triangle) between 3 poles (the three vertices of the
triangle) : theto know, themaster, thestudentOne of the recent proposals is that of the master
mediator: this one is no longer the one who imparts knowledge to the student (this is referred to as knowledge
reified), but the one who helps the student to appropriate knowledge. This interaction can then be
represent as the median arising from the 'master' summit. These interrelations require the implementation
Instead of a didactic environment conducive to the acquisition of knowledge by the students.
From a theoretical point of view, it is the concept of a system that the pedagogical triangle introduces in
the reflection on the teaching situation. It focuses on the irreducible aspect of it.
to one of its components and on the binary and ternary relationships it comprises. If a
temporary concentration or an entry angle into this set can relegate to the background
certain aspects of the complexity as modeled, this will remain temporary and conscious in

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the analysis of situations or in the design of the act of teaching. In its oriented approach
by a concern about the content of teaching, didactics would rather propose a
entry through knowledge, but this is not necessary and the relegation to the background of others
poles, or the temporary or partial suspension of their consideration, may become a means
approach technique, before returning to all the constitutive elements of the situation
of education.

2. THE THREE AXES OF THE TRIANGLE

Teaching: Mastery axis - Knowledge or summative axis

How does the master position himself in relation to knowledge?
Skinner's theory ... ;
the guidance;
pedagogy of the program.

Former: teacher-student axis or formative axis

How are the teacher and the student related? (Dominant after 1968)
class ambiance
transmission of his passion.

Learning: Student axis - Knowledge or cognitive axis

How does the student appropriate knowledge?
contracts, projects;
evaluation, diagnosis of the cognitive field;
metacognition
sociocognitive conflict;
problem situation
work in the zone of proximal development;
taking into account the error and the emergence of the child's initial representations.

3. THE THREE PROCESSES OF THE TRIANGLE – Jean HOUSSAYE2

SAVOIR

Teaching process Learning process

2
Houssaye, Jean, 2002, Pedagogy, an Encyclopedia for Today, Paris, ed. ESF, Coll. 'Pedagogies', 352
p.

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 ENSEIGNANT Process former ÉLÈVE

Pedagogy by definition: "it is the mutual and dialectical enveloping of theory and
educational practices by the same person, on the same person. The educator is a practitioner.
theorist of educational action. He seeks to combine theory and practice based on his
proper action, to achieve a perfect conjunction of one and the other3.

3.1. The functioning of the pedagogical situation

We will here prioritize a model of theoretical understanding that is derived from a practice.
educational and that can therefore be considered as educational knowledge. This model is
that of the pedagogical triangle [...] : it seeks to define how the situation works
educational4.
The educational situation can be defined as a triangle composed of three elements, the
to know, the teacher and the students, of which two are established as subjects while the third
must accept the place of the dead or, failing that, start acting crazy5.
On the three sides of the triangle, there are always two subjects and one dead. What matters
particularly, it is the subject because it is with him that a privileged relationship can be established.
The subject takes shape against the backdrop of the situation. The dead, on the contrary, create a void in the
Relation. 'All pedagogy is based on the privileged relationship between two of the three elements.'
and the exclusion of the third with whom, however, each elected official must maintain contacts. Change
Pedagogy involves changing the fundamental relationship, either of process or the relationship between two
of the three poles]6.
There are three processes: 'teaching', which prioritizes the teacher-knowledge axis;
"former", which emphasizes the teacher-student axis; "apprendre", which emphasizes the student-student axis.
Knowing that one cannot equally maintain the three axes, one must retain one and redefine it.
the two excluded based on him7.
The process of "teaching" is based on the privileged relationship between the teacher and knowledge.
the allocation to the students of the place of the dead. The situation is such that the students seem
disinterested (crazy) or refusing the situation (dead).
The "training" process is based on the privileged relationship between the teacher and the students and
the attribution to knowledge the place of the dead. There, the rules are not specified in advance; they must be
define in order to find a way to integrate 'knowledge'. We can go mad for knowledge.
when the teacher rejects the structuring rules of the 'training' process in order to demand
another process. This can come from the teacher and the students.

3
Id., pp. 13-14.
4
Id., p. 15.
5
Id.,p. 15
6
Id., p. 15.
7
Id., p. 16.

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The process of 'learning' is based on the privileged relationship between students and knowledge.
the attribution of the dead man's place to the teacher. The students no longer go through the teacher, this
last playing the role of session facilitator.
Every process has its own limits. "The pedagogical triangle is inscribed within a circle.
which represents the institution. But the relationship with this encompassing is different depending on the processes:
identity for 'teaching', opposition for 'training', tolerance for 'learning'8.
The institution aims to be the guardian of knowledge, thus the process 'to teach'. On the other hand, the
The process 'to form' sets knowledge at a distance, giving it the place of the dead. The process
"learning" seems to be better tolerated by the school.
In the refusal of the third, the two subjects are completely constituted in a mirror [...]
In 'teaching', the teacher immerses himself completely in his knowledge, so much so that the
students feel that they are not invited to it [...]
In "training", teachers and students are so well together that their relationship is enough for them to
justify the fact of being here.
In 'learning', self-directed learning has become permanent, to such an extent that the teacher
is denied any place and any reason for being.
In the reduction of the third, both subjects reject the difference of the dead, intend to
to assimilate it by leaving it no autonomy [...]9.
In 'teaching', students are then so captivated by the teacher-knowledge couple.
that they can no longer have any independent existence [...].
In 'training', knowledge is conveyed through the relationship itself, no longer distancing itself from it.
[…].
- In 'learning', the teacher is reduced to the sole relationship of students and knowledge, he is reduced to a
supervisor or a documentary officer [...]10.
to know

1 6

2 5

Teacher 3 4
Student
On the 'teaching' axis, at level 1 is traditional lecture-based pedagogy. At level 2 is the course.
living.

8
Id., p. 19.
9
Id., p. 20.
10
Id., p. 21.

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On the axis 'educate', in 3 are certain libertarian pedagogies (Neill, Hamburg),
certain socialist educators (Makarenko), certain promoters of New Education in
internat (Korczak). In 4 are the institutional pedagogies (Oury, Fonvieille) and non-
directive (Rogers).
On the axis of "learning", the New Education, Freinet, certain forms of the
differentiated pedagogy. In 6, there are EAO, some forms of PPO and pedagogy.
differentiated.
Thus this model of understanding the construction and functioning of the
pedagogical situation. By 'model' we mean a simplified representation of a system.

3.2. The three processes and motivation

Process "to teach" 11

The process of 'teaching' operates on pedagogies of transmission and inculcation.

The essential activity is ensured by the master: he undertakes the activities and directs the processes.
The student's action depends more on motives (reasons for, obligations of) than on incentives (needs for,
desires) or motivations. How does the teacher strive to get the student to work.
Louis Not (1987) distinguishes here three commonly used reinforcement modalities: sanctions,
emulation and appeal:
Sanctions are rewards (hence the desire) or material punishments or
morals (hence the fear and avoidance). Conditioning operates on this schema.
[…] judgment is dependent on affectivity (pleasure or fear). The
sanctions can only provide mobile devices that are external to the student report -
knowledge [...]
Emulation refers to the effort that individuals make to equal or surpass one another.
others. It proceeds either from admiration, or from imitation, [...] or from competition
[...]. In education, it leads to rankings, to hierarchies [...].
The attraction places the source of the dynamics outside the acting subject since it results from the
qualities of things or actions that studious activity apprehends.
Research has shown that, to maintain motivation, students should not be asked
more than what they are capable of doing. [...]. Individual capabilities being very
diverse in a class, to optimize the functioning of students, arrangements must be made
conditions and specific progression rhythms, taking into account the level and the mode of
operation of each. However, this is what the process of 'teaching' neglects by focusing
on the privileged relationship between teaching and knowledge.

Process "to train" 12

The process of 'training' is primarily focused on the teacher-student axis. Motivation

especially needs to be registered here in the order of the relationship. Any intervention that leads the student to
expressing oneself, which allows him to take care of himself freely, contributes to increasing the
student's motivation for success. It is the individual who is then established as the source of the
Id., pp. 225-226.
11

Id., pp. 227-229.

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motivation. [...]. The teacher's action will thus depend on their ability to recognize and to
rely on the fundamental needs of students. Raths distinguishes eight needs (1967):
Be free from all fear; every individual needs psychological security, they need
to be completely and fully what he is without being threatened.
The need to be freed from all guilt; this implies that the evaluation center of
behavior is located inside the person and not outside.
Everyone also needs to belong to a community, to an environment.
The need for love and affection.
The need for success.
The need to share and feel respected.
The need to understand and to be understood.
The school will be all the more satisfying and formative as it will be able to respond to these
different needs.
In the process of 'training', motivation and involvement overlap. The latter is a function of
of a set of three feelings that condition the commitment of a subject (Vayer, Rocin,
1987):
the feeling of security that is reflected in the availability of the moment;
the feeling of being involved brought by the project and the nature of the activity;
the feeling of living one's autonomy.
What are the factors that contribute to the feeling of security? They are of an emotional nature: the
the presence of an adult who accepts and listens to the child, but who also has the ability to
regulate interactions.
What are now the factors that give the subject the feeling of being concerned? They are
proposals for activities that must meet the expressed needs.
What are the elements that ultimately give everyone the feeling of living their autonomy?
small group, suitable material data, adult behavior defending itself
to intervene in the activity of others while respecting personal rhythms, etc.

Process "learn" 13

Here is designated the opposition between traditional methods focused on exercise, those where
the teacher presents directly and collectively to the students who record and apply, and the
active methods centered on the student, those where the student builds their learning through experience.
Learning strategies can be framed here in terms of the relationship to knowledge.
In relation to 'training', the process 'learning' operates a decentering of the affective towards the
cognitive. Any teaching intervention that will adapt the objectives to the aspirations and
the student's abilities […] will contribute to increasing their motivation for success. Let's mention in this context
from the subject-object interaction of Lewin and field theory (1935), Heider and the theory of
the attribution (1958), Nuttin (1980) and his theory of dynamic and prospective motivation.
Id., pp. 229-233.
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Cognitively, human personality does not only perceive and know objects.
of the world in which she lives: she also sees herself as the object of her own knowledge. This
allows the subject to intervene in their own training and to intentionally act on themselves,
as the object of its action, instead of simply being affected by stimuli and their
reactions.
On this basis, we can therefore consider, on the one hand, that a child, as a subject, enters school.
ready and willing to learn, on the other hand, that he expects that the object he is going to encounter at
school makes sense to him. And no preparation or training is necessary.
to obtain these provisions. From the point of view of motivation, the first motivation that
It is the responsibility of teachers to ensure that the environment and activities
learning should be and remain meaningful for children.
All children who have not been deemed unfit to learn may be interested in
anything, if two conditions are met:
The first is that the learning situation makes sense,
the second it contains a certain novelty.
Interest is rather a natural factor for any child who finds themselves in a new situation.
and in which he can establish a link between the novelty and at least one thing he already knows.
On this basis, Louis Not (1987) incorporates Piaget's developments. Between the distant goals of
education and the child's current life, it places the notion of becoming, it defines the child and
the adolescent first as beings in becoming.
During childhood, the project of oneself is that of a being who wants to be through what he does, and who wants to be
By doing more. Therefore, school activities must provide him with means of achievement.
varied and reliable self-awareness. This requires a cognitive education based on success, through a
clear dissociation between failure and fault, error and sanction.
In adolescence, the self-project truly becomes a life plan. School then plays a mediating role.
to ensure, not only between the student and the content, but also between the personal project and the
social requirements expressed in the educational programs. What the student does and
the efforts he makes must have meaning, and this meaning must be articulated to the perspective of a
project of self.
At that moment, the important thing is that the student sees that they are not working for the school, nor for the
master, neither for the parents, but primarily for himself, to acquire means of action and
self-actualization.

Bibliography
ASTOLFI Jean-Pierre et al. Keywords in science didactics: benchmarks, definitions,
bibliographies. De Boeck University, 1997.
BERTRAND, Yves, 1993, Contemporary Theories of Education, Lyon, Social Chronicles.
CHEVALLARDYves, 1985, Didactic Transposition: from scholarly knowledge to taught knowledge.
Wild thought.
HOUSSAYE, Jean, (3and2000,
The pedagogical triangle. Theory and practices of education
school, Peter Lang, Bern.

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HOUSSAYE, Jean, 1988, Pedagogical Practices, Bern, Peter Lang.
SOETARD, M., 1981, Pestalozzi or the Birth of the Educator, Bern, Peter Lang.
The provided text is a URL and does not contain translatable content.
http://esmeree.fr/lestroiscouronnes/idoc/tools/the-didactic-triangle-schema-the-three
dimensions of didactic research

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