CONTENTS

Introduction..................................................................................................................11

Part   I

LOGICS AND  EDUCATION

I. The   concept   of educative   intervention...............................................................33

1.    Education : pretexts, contexts and interpretation.................................................33

2.    Education and educative intervention..................................................................39

3.    Praxio-logic of educative intervention  ...............................................................41

   4.  Educative intervention and pedagogical situation.................................................46

5.  Types of educative interventions.........................................................................60

II. Logics   of   educative   intervention......................................................................65

1.    Affectivity logic.................................................................................................65

2.    Authority logic .................................................................................................75

3.  Social logic.......................................................................................................82

III. Influences in the doctrines of education..............................................................95

1. Affectivity logic and „new education" .................................................................98

2. Authority logic and ,,magistro-centrist" education  ............................................106

3. Social logic and axiological education...............................................................115

IV. Logic and pedagogical transparency..................................................................123

  1. Logical mentality and cultural mentality..............................................................123

2. Partitive logic and "explicative matrix"................................................................127

V. The closing cercle.................................................................................................129

Part   II

EDUCATIONAL LANGUAGE AS  EDUCATIVE INTERVENTION

I. Conceptual delimitation and terminological specifications...................................133

1.    Natural — artificial   Language..........................................................................133

2.    The concept of educational language..................................................................135

3.    Educational language and pedagogical, discourse...............................................137

II. Semiotic perspective on educational language ...................................................139

1.  Morrisian model of the types of discourse..........................................................139

2.  Educational language as designative-informative discourse  ................................148

3.    Educational language as appreciative-evaluative discourse .................................154

4.    Educational language as prescriptive-incitative discourse.....................................166

5.    Some marks for specificity outlining....................................................................172

III. Logical perspective on educational discourse....................................................176

1.   Alethic dimension of educational language.........................................................176

2.   Deductive schemes in educational language ......................................................180

3.   Semio-logical exigences of the structuring of educational discourse....................100

IV. Rhetorical dimension of educational discourse..................................................195

   1. Rhetorical proceedings used in educational discourse ........................................195

1.1.   Discursive slogan and persuasive performance...........................................195

1.2.   Comic as educative intervention................................................................202

1.3.   "Creation" through paradox: the irony........................................................206

   2. Metaphorical language in educational discourse.................................................210

Part   III

HIPOSTASES OF EDUCATIONAL LANGUAGE

I. Semio-logical  model  of   argumentative intervention........................................217

1.    Argumentative discourse   and discursive logics     ..........................................217

2.    Semantics resurrection in the light of the discursive schematization....................230

3.  Pragmatic assumption of argumentative discourse............................................240

II. Demonstrative   discourse as educative intervention........................................250

1.  Logical structure of demonstrative discourse....................................................250

2.     Specificity of demonstrative schematizations....................................................261

3.     Rhetoric of scientific discourse........................................................................269

3.1.   Conviction and persuasion........................................................................270

3.2.   The double intentionality of rhetoric...........................................................271

3.3.    The reasons of cognitive rhetoric..............................................................273

3.4.    "The.marks" of aesthetic rhetoric .............................................................275

4.   Virtues of the primary unity     .......................................................................276

III. Explanation as discursive intervention..............................................................278

1.    Explanation and explicative structure................................................................278

2.    Scientific explanation and educational explanation.............................................284

3.    Semantic dimension of educational explanation  ...............................................291

 4.  Metaexplanation and discursive performance...................................................300

ON PAIDEIC LOGOS...............................................................................................302

Summary ...................................................................................................................307

Contents.....................................................................................................................311

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