Conceptualizing Reality through Pedagogical Language: An Educational Perspective

Abstract

Every scientific discipline focuses on the evolution of a distinct set of terminology. Pedagogical notions frequently face criticism for their lack of consistency or their tendency to have various interpretations. Various authors, like Roberta Caldin and Ricardo Massa, make a clear differentiation between educational language and pedagogical language. The first type of language employed by educators can be categorized as informational, imperative, and influenced by external factors. On the other hand, the pedagogical language, being the language of science, necessitates a high level of rigor. Thus, the objective of this paper is to provide a comprehensive understanding of this kind of differentiation.