TRADITIONAL ROLES OF THE COMMUNICATION ACTORS IN EDUCATIONAL SITUATIONS

As the field literature shows, the phenomenon of communication’s theoretical investigations lie between two trends: - merging all the different approaches of linguistic, psychological, psychosocial, philosophical, mathematical, pedagogical, technical etc. fields in an exhaustive analysis; - the effort to find common elements of all approaches to the same scientific rigor, in order to create a unique operational definition, with instrumental meanings. Focusing on the first trend induces a not permitted generality and the second situation restricts very much the reality zones in which the explanatory approach is achieved and doesn’t capture the specific areas listed above. The roles of actors participating in the act of communication adequately capture the different shades of the general approach of the phenomenon.The ways of defining the process of communication, according to the different knowledge domains capture the variety and stresses out the exchange, transfer, contact, influence, transport, energy, channel, information etc. In educational systems, communication represents a phenomenon described by general approaches mentioned above, but has also some personal characteristics that will be captured in this analysis.