摘要：In light of orientations such as mesoaxiological, alterity, radical - inclusive pedagogies, and in particular the comprehensive edifying perspective (PCE) of education and training that the author has been proposing in the last decade, this document critical and purposeful character, it exposes some debts of the didactics, tied to the arrogance of rationality and modern thought, as well as ideas, concepts and stratagems for another didactics that has the human being, life and existence as a cornerstone and a sense that drives their occupations as a multi-knowledge domain around teaching, training and learning. In the same way, emphasis is made on some critical and discursive treatments, all of which exceed the technical, deontic and self-absorbed character that weighs on didactics and education above the supreme precept of serving humanizing purposes, and which by effect goes further beyond visions and constructs delivered to the logics and technicalities of the teachability of knowledge. Some of the reconceptualizations, notions and new concepts, inherent to the ECP of didactic, pedagogy and education, that take place throughout the exhibition, are, among others: didactic, teaching/educating, teaching understanding, CE, PCE, educational quality, life, life projects, humanization of education and didactics, edifying evaluation, ethical alterity, DCE, comprehensive edifying episteme, sentient logics, didactic pause, formative pedagogical birth, ACE, ECE, development / human evolution , ethical understanding, comprehensive formative praxis, otric.
其他摘要：In light of orientations such as mesoaxiological, alterity, radical - inclusive pedagogies, and in particular the comprehensive edifying perspective (PCE) of education and training that the author has been proposing in the last decade, this document critical and purposeful character, it exposes some debts of the didactics, tied to the arrogance of rationality and modern thought, as well as ideas, concepts and stratagems for another didactics that has the human being, life and existence as a cornerstone and a sense that drives their occupations as a multi-knowledge domain around teaching, training and learning. In the same way, emphasis is made on some critical and discursive treatments, all of which exceed the technical, deontic and self-absorbed character that weighs on didactics and education above the supreme precept of serving humanizing purposes, and which by effect goes further beyond visions and constructs delivered to the logics and technicalities of the teachability of knowledge. Some of the reconceptualizations, notions and new concepts, inherent to the ECP of didactic, pedagogy and education, that take place throughout the exhibition, are, among others: didactic, teaching/educating, teaching understanding, CE, PCE, educational quality, life, life projects, humanization of education and didactics, edifying evaluation, ethical alterity, DCE, comprehensive edifying episteme, sentient logics, didactic pause, formative pedagogical birth, ACE, ECE, development / human evolution , ethical understanding, comprehensive formative praxis, otric.
