ABSTRACT
The history of education shows that such language may come from any ‘branch’ of human activity (e.g., arts, biology, economy, mathematics, philosophy, physics, psychology or religion) and that it is usually disciplinary, doctrine or theory based. Examination supposes the capacity to evaluate a phenomenon to better appreciate, know or understand it. Beyond discrimination and interpretation, examination involves the adoption of a system of values, norms and standards to compare the object of study with a scale, a referential or a system and determine its value. Argumentation is based on the way one pays attention to evidence that is produced (e.g., observations, recording, transcript and measurement) and the logics that frame the discourses through which such evidence is elaborated (e.g., forms of rationality, logics, calculus, rules of argumentation, rhetoric, etc.). Theory is the product of a rhythmic activity, mostly discursive and definitely social but nevertheless embodied.
