Teaching and education as epistemological "operators"

Abstract

In this work we express the hypothesis that "teaching" is an internal activity within science itself; it is a scientific "operator". This hypothesis does not diny that science, once it is constituted, can and must be taught. Our hypotesis tries to get further. It confirms that science involves "teaching" in its objective process and that when its teaching is not brought forth or it is impossible, science is stopped, it is distroyed as reality.