Knowledge, Education, Learning and Teaching: Meanings and Relationships

Abstract

This is an epistemological article of international scope embedded in historical and cross-national perspectives which draws on the author’s ideas and analysis of varied scholarly production from Europe, Africa and the United States. The article’s main aim is to contribute shedding light on some key curriculum-related educational terms and concepts whose meaning is not always obvious and which are sometimes hardly understood in their relationships to one another. The article successively analyses knowledge, education as a process and education as a result/product as well as education as a science. It also discusses learning, teaching, teaching-and-learning as a process and teaching-and-learning as a science – the science of Didactics – before ending by suggesting a conclusive recommendation for the optimization of the didactical process.