| Summary: | A judicious analysis of the intuitive didactics implies, in our opinion, the consideration of the idea
of dynamic education. In other words, in so far as in the (trans) international system education can
be found different ways to approach the levels of teaching and learning assessment, we can only
assume that the idea of intuitive didactics proves to be more than necessary in educational activity.
Furthermore, the relevant pragmatic of intuitive didactics becomes obvious in the conditions in
which theoretical, acknowledged/ taught contents have a correspondent in social reality.
The need of intuitive didactics within educational activity is justified to the extent that educational
content recovery involves a resizing of the idea of teaching and learning assessment. In fact, such
an undergone approach to a rigorous scientific analysis reveals a number of aspects whose
meanings and representations may acquire epistemological legitimacy. But, we consider that such a
belief is justified under the conditions in which teaching interest focuses mainly on the idea of
change/adaptation.
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