Beyond Tradition - Reimagining the Lesson as an Integrated System of Classic and Digital Didactics

Oct 17, 2026

Uploaded by Muffet

This article explores the theoretical and philosophical foundations of the lesson as the core of teaching activity and argues for overcoming the hierarchical distinction between traditional and digital lessons. It seeks an effective balance that integrates classical and modern didactic approaches across both face-to-face and e-learning contexts. Drawing on Develay’s didactic triangle and the hermeneutics of Popper and Gadamer, the lesson is reframed as a dynamic, open system. The result is a “labyrinth” of interactions that enables didactic mediation beyond one-way knowledge transmission.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Core phenomenology of the Lesson

Beyond Tradition: Reimagining the Lesson asan Integrated System of Classic and Digital Didactics Angela Arsena Università Telematica Pegaso Facoltà di Scienze umane, della formazione e dello sport [angela.arsena@unipegaso.it](angela.arsena@unipegaso.it) Abstract This article explores the theoretical and philosophical foundations of the lesson as the core of teaching activity and highlights the need to overcome the hierarchical distinction between traditional and digital lessons, seeking a balance that effectively combines classical and modern approaches to teaching. Through an examination that ranges from Develay’s didactic triangle to Popper and Gadamer’shermeneutics, the article proposes viewing the lesson as a dynamic and open system, capable of being adapted and transformed to match the needs of both physical and digital learning contexts. Thus, the lesson becomes a "labyrinth" of interactions that allow the teacher to exercise didactic mediation, going beyond the limitations of a unidirectional transmission of knowledge. Keywords: Lesson, hermeneutics, critical education, dialogue, elearning. Resumen Más allá de la tradición: repensar la lección como un sistema integrado de didáctica clásica y digital Este artículo explora los fundamentos teóricos y filosóficos de lalección como núcleo de la actividad docente y pone de relieve lanecesidad de superar la distinción jerárquica entre las leccionestradicionales y las digitales, buscando un equilibrio que combine eficazmente los enfoques clásicos y modernos de la enseñanza. Através de un recorrido que va desde el triángulo didáctico de EDUCAZIONE. Giornale di pedagogia critica, XV, 1 (2026), pp. 85-104. ISSN 2280-7837© 2026 Editoriale Anicia, Roma, Italia. DOI: 10.14668/Educaz_ 15105 Develay hasta la hermenéutica de Popper y Gadamer, el artículo propone concebir la lección como un sistema dinámico y abierto, capaz de adaptarse y transformarse para responder a las necesidades tanto de los contextos de aprendizaje presenciales como de los digitales. De este modo, la lección se convierte en un «laberinto» de interacciones que permite al docente ejercer la mediación didáctica, superando las limitaciones de una transmisión unidireccional del conocimiento. Palabras clave: Lección, hermenéutica, educación crítica, diálogo, aprendizaje en línea. 1. Introduction This article explores the theoretical and philosophical principles related to the issue of the lesson, analysing the epistemological and hermeneutical challenges ofthe lesson as a privileged space for teaching activity. It retraces the main classical theories in an attempt to overcome the often hierarchically perceived dichotomy between traditional and digital lessons. Each pedagogical research, in fact, is a path aimed at identifying the most suitable methodology for the context in which the teaching body operates; in the case of the lesson, the issues raised are partly philosophical, attributable to the Aristotelian idea that humans are naturally inclined toward the pursuit of knowledge, and partly didactic, linked toa vast set of values and attitudes through which educational and training institutions guide the individual toward independent thinking 1, allowing them to act in a 1 M. Callari Galli, F. Frabboni, Insegnare all’università, Milano, Franco Angeli, 1999. knowledge-based society and economy2, ensuring inclusion and excellence. For the sake of conceptual consistency, the term lesson is used throughout this article to refer specifically to the academic lecture within higher education. Accordingly, when the text refers to the teacher, the classroom, or the learning space, these expressions should be understood as indicating the university lecturer and the academic environment, whether it is physically inhabited or digitally mediated. Finding a stable and positive balance between these two aspects (the theoretical foundations and the applied practice) and identifying models of mutu

FAQs

How does the article redefine the lesson in relation to traditional and digital teaching?

It proposes overcoming the hierarchical split between traditional and digital lessons by balancing classical and modern approaches within both learning contexts.

Which theoretical frameworks does the article use to support its argument?

It examines the lesson through Develay’s didactic triangle and the hermeneutics of Popper and Gadamer.

What is the intended function of the lesson according to the article?

The lesson becomes a dynamic, open system of interactions that supports didactic mediation rather than one-direction knowledge transmission.

Oct 17, 2026

Uploaded by Muffet