Description:
The paper discusses the concept of situation proposed by four frameworks which are the hard coreof the French Didactic: The Theory of Conceptual Fields, the Theory of Didactic Situations, theTool-Object Dialectic and the Anthropological Theory of Didactic. The different aspects of thesituation’ ideas are compared analysing their similarities and differences. Taking in account theinterests of every author, a hard core of common and complementary ideas has been described.Both a didactic or cognitive viewpoint is adopted, a set of conditions -more or less didactic orcognitive- have to be required to make a learning situation.