Developing didactics has been formed throughout the last years, in light of diverse pedagogical research carried out, enriched by teacher training in Cuba and thanks to the best national pedagogical traditions, stemming from Félix Varela and Morales, among other well-known teachers.
We acknowledge men build a culture within a social group and not as an isolated being. Teaching and learning should play a decisive role as long as its effect is to develop and not inhibit the student. The didactics must be developing, i.e., it must guide the comprehensive development of the student’s personality, as a result of the process by which he/she takes in the historical experience amassed by humanity. The teaching/ learning process mustn’t only take into consideration what the student has inherited, it must understand how critical socio-cultural interaction is, what exists in society, socialization, communication. The influence of peers – “of others”-, is one of the decisive factors on individual development.
Object of study and categories of developing didactics
The focus of its attention is the teacher and the student, so its object of study is the teaching and learning process. Consider the scientific orientation of the teacher regarding the students’ cognitive and practical activity, taking into account their level of development and potentialities. The teacher accepts that through processes of socialization and communication cognitive independence and the absorption of the content being taught (knowledge, skills, and values) are fostered. Teachers shape critical and creative thinking that allows students to “get to the essence”, to build links or relationships and apply the content in a social setting in order to solve problems not only at school but at home and as a society as a whole. Teachers foster the personal assessment of what’s being studied for the content to make sense for the student and for him/her to intake its meaning. They stimulate the development of strategies that allow for the control of ways of thinking and acting, contribute to shaping actions of orientation, planning, assessing and control. The experiences of the last years lead us to formulate the need to redefine Didactics’ object of study, which has been limited by many authors to the teaching process, focusing the attention only on the teacher, we believe this should be the teaching/ learning process, with its comprehensive approach towards the development of the students’ personalities, which is expressed as a unit among instruction, teaching, learning, education and development.