Epistemology and didactics

Abstract

This article is devoted to the analysis of relations between epistemology and didactic, more precisely to the role played by epistemological analysis in didactic theory and practice. In the first and second paragraphs, we emphasize its role of vigilance. The third paragraph is devoted to the notion of didactic obstacle to which the visibility of relations between epistemology and didactic tends to be restricted, and the fourth to the notion of conception. We describe and analyze the life of these two notions inside the didactic field in France, and raise some crucial issues in connection with them.