There are different pedagogical and psychological models that try to explain how teaching is transmitted and how learning takes place. The didactic triad is a pedagogical model that has its roots in the late 19th century, and which focuses on three components: the student, the teacher and knowledge.

In this article we will analyze the characteristics of the model also known as the pedagogical triangle, its components, and the relationships (called “processes”) that occur between them. Finally, we will mention the criticisms that the didactic triangle has raised.

How do we learn?

They say we learn every day of our lives. Learning implies acquiring knowledge and skills; it also allows us to modify previous beliefs and to be enriched by the stimuli of the environment. As we have mentioned, there are different orientations or models to explain how we learn .

Learning models

The classic or traditional models refer to passive processes, where the student received the information he had to learn, and reproduced it in the corresponding exam (in fact, the current assessment model in the educational system is based on this method).

However, later on other models emerged: behavioural models, for example, which are based on affirming that knowledge is managed or “controlled” by the teacher, who offers it to the students themselves, but forgetting the more cognitive or emotional variables.

Later on the cognitive models appeared, which focused their attention on how the student processes the information when learning , giving a central role to the cognitive abilities (attention, memory, perception,…).

On the other hand, we find the progressive models, which focus on the student himself as an active agent when explaining the teaching-learning processes.

Finally, we have the model of the didactic triad, which presents characteristics of all models, and which assumes an integrative approach, but more of a constructivist type. This orientation defends that the student constructs his own knowledge while maintaining an active role . Let’s look at the most important characteristics of the model.

Didactic triad: characteristics

The didactic triad is a pedagogical model proposed by Jean Houssaye, a French teacher, in 1986 . It was in that year that he presented his thesis, which alluded to the relationship between three components in every pedagogical or educational act. These three components are: the teacher, the student and knowledge.

Houssaye’s thesis was the starting point to start developing this psycho-pedagogical model, although it was actually years before, in the middle of the 19th century (1850), when the first ideas of this theory started to appear.

The didactic triad moves away from behavioural models that focus on the role of the teacher as a “controller” of knowledge . This model aims to explain the teaching-learning processes based on two-way relationships between three elements that influence each other: the teacher, the student and the knowledge.

Components of the teaching triangle

As we have seen, the components that form the didactic triad are: the teacher, the student and the knowledge . According to this model, these three elements are essential for learning to take place, that is, any pedagogical act that involves someone teaching someone something (in this case, teacher and student).

1. Teacher

The first component of the didactic triad, the teacher, is the person who transmits the knowledge to the student through a series of educational strategies . He or she is the reference figure for the student in terms of his or her growth on a cognitive and educational level, since this will allow him or her to assimilate and understand new concepts, which will enrich his or her culture and person.

2. Student

Within the didactic triad, the student is the one who “receives” the knowledge; but it is not a passive reception, but rather consists of the fact that the student himself develops an active role within the learning process , giving meaning to what he is internalizing.

In other words, the student learns, acquiring knowledge that previously he did not have, but to do so he must be motivated and open to knowledge . This is the active agent of the triad.

3. Knowledge

Knowledge is the material to be learned. It is not a physically tangible material, but rather a set of information, data, experiences, theories and ideas that the teacher will transmit to the student, making him/her participate in it so that he/she finally apprehends it (apprehending goes a little beyond learning, and implies assimilating, understanding something).

Relations or processes

Among the components of the didactic triad, bidirectional relationships are produced. These relationships are called processes, and three occur simultaneously : between the teacher and knowledge (teaching), between the teacher and the student (training/practice) and between the student and knowledge (learning).

Let’s analyze each of these processes:

1. Teaching

In the didactic triad, teaching is the process that arises as a consequence of the relationship between the teacher and knowledge . These two components are fundamental for teaching to take place; thus, the teacher imparts his or her knowledge to teach the student.

2. Training

Also known as practice, it is the relationship between the teacher and the student . Depending on the nature of this relationship, learning will take place more or less easily.

If the relationship is favorable and fluid, communication will be easier and the training, that is, the process that originates between these two components will be more positive, making it easier for the student to take advantage of the teaching situation.

3. Learning

The third relationship of the didactic triad is between the student and the knowledge. That is to say, it has to do with how the student interacts with the knowledge that the teacher gives him/her, with how he/she manipulates that information, how he/she takes advantage of it , etc.

If the relationship is fruitful, the student will end up learning, that is, the learning will take place, and the pedagogical act will have been successful, since it will have fulfilled its purpose.

Model criticism

Although the didactic triad offers a very complete explanation to illustrate the teaching-learning processes, as any model or theory, it has also raised certain criticisms .

Those who are not so in favour of the didactic triad as an explanatory model for this type of process, make reference to three arguments:

1. Context

This model leaves aside the context in which the learning takes place . Critics of the didactic triad argue that context is also a fundamental part of understanding how a person learns, and/or how another person teaches, by transmitting knowledge.

2. Knowledge as something tangible

Critics also believe that knowledge is not really something tangible, physical or something that can be “touched” (as the didactic triad advocates). That is, is not something that can be “acquired” and is not something that affects the other components of the learning process , unlike what the triad model claims.

3. Teacher independence and knowledge

Another criticism made by the detractors of the model is that they consider that the teacher and knowledge are not really independent components , and that this cannot be affirmed, as the model maintains.

Bibliographic references:

  • Coll, C.; Palacios, J.; Marchesi, A. (2003). Psychological development and education. Psychology of school education. Alliance: Madrid.
  • Román, C.F. and Naranjo, M.P. (2015). The didactic triad in a constructivist education model. Written in the Faculty: Reflexión Pedagógica, 109: 56-57.
  • Sampascual, G. (2007). Educational Psychology. 2 Volumes. UNED: Madrid.
  • Uljens, M. (1997). School Didactics And Learning. East Sussex: Psychology Press.