The Social Economic and Environmental Impacts of Trade Liberalization

2. Didactic principles vs. pedagogical principles 
These didactic principles would rather take into account the obedience in a unitary way of some 
imperatives/norms/rules connected to the educational activity, the way in which the process of knowledge is 
perceived, the peculiarities of age where this process becomes concrete, the systemic coherence of the 
transmitted/received information and the level of performance achieved. In this context, one needs a specification 
as far as the specific of the didactic principles is concerned, that is the role of support in the epistemological 
development of the instructive-educative activities rather depends on pragmatic reasoning than on aspects that aim 
at the aesthetic of such an educational architectonics. Thus, at the moment of assuming some actions with a 
didactic specific, the educational authority involved in such approach must relate to epistemic structures which 
could afford a (re)evaluation of a conceptual nature. 
Eşi Marius
-Costel, Ph.D., lecturer of The Department for Teachers Training, 
Ştefan cel Mare
University of Suceava; research 
fields: the intercultural sciences, didactic methodology, epistemology of didactics, educational communication, logics/educational 
logics, philosophy of the mind, linguistics. 

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