The essential purpose of teaching is conveying information through direct communication or communication aided by auxiliary resources, with varying degrees of complexity and cost. As a result a mark must be left on the individual, the reflection of an objective reality, of the surrounding world that, in the shape of knowledge, abilities and skills, allows individuals to face new situations with a creative adaptive attitude, an attitude oriented to appropriation.
The teaching process produces many systematic transformations in individuals, a series of gradual changes with stages that take place in ascending order. It is, therefore, a progressive, dynamic and transforming process.
As a consequence of the teaching process, successive and uninterrupted changes take place in the cognitive activity of the individual (student). With the aid of the teacher or professor, that directs its activity towards the command of knowledge, as well as the shaping of skills and habits according to their scientific understanding of the world, the students acquires a vision about the material and social reality, which necessarily implies a scaffolded transformation of the individual’s personality.
In teaching knowledge is encapsulated. From not knowing we get to knowing; imperfect, incomplete and insufficient knowledge turns to improved, sufficient knowledge, even if it isn’t perfect it comes close to reality. Teaching proposes to gather facts, classify and compare them, discover its regularities, its necessary interdependencies, both the general and specific ones.
All scientific teaching processes are a driving force of the development that, consequently, and due to positive feedback, will favour its own progress in the future, as soon as the requirements that came across are in the individual’s “zone of proximal development”.