Introduction

Abstract

The discourse of pedagogical theory has traditionally appeared in a different manner in different cultural and linguistic areas and in different scientific traditions. Regardless of historical and thematic connections, different linguistic and cultural areas have given birth to their own specific vocabularies and genres of discussion, the coordination and transformation of which from one language to another or outside the genre in question may produce disconnection. Although development in recent decades and today’s ubiquitous ‘globalisation’ have broken previous barriers and dissolved differences between scientific traditions and linguistic and cultural areas, integration of representative models of thought in different genres or the finding of a common language is not always straightforward.