The Role of Discourse in Madrasa Pedagogy©

Madrasa Pedagogy©, with its innovative approach, places language and discourse at the heart of the educational process. This methodology is based on the belief that language is a fundamental tool for the intellectual and social development of learners. Through various discursive practices, Madrasa Pedagogy© aims to equip students not only to think critically but also to communicate effectively.

Types of Discourse in Madrasa Pedagogy©

In Madrasa Pedagogy©, the educator uses only three types of discourse: definitional, injunctive, and dialogical. These discourses are designed to equip students with language skills, enabling them to acquire the necessary competencies for clear and effective communication.

  1. Definitional Discourse: It aims to formulate the meaning of a concept or word precisely and concisely. This type of discourse is essential for structuring thought and establishing a solid foundation for further learning.
  2. Injunctive Discourse: This discourse is action-oriented and involves giving clear and non-negotiable instructions. It plays a crucial role in organizing and managing learning activities.
  3. Dialogical Discourse: This type of discourse promotes conversation and the confrontation of ideas. It encourages learners to express their thoughts and interact with others constructively, thus developing their capacity to think critically and engage in meaningful discussions.

Learners’ Discourse: Revealing the Level of Language Proficiency

The discourses practiced by learners reveal their level of linguistic and cognitive proficiency. They are encouraged to practice a variety of discourses to enhance their ability to think and communicate. In addition to definitional, injunctive, and dialogical discourses, they must practice expository, explanatory, argumentative, and evaluative discourses.

  • Expository Discourse: Aimed at introducing an object or concept in a clear and detailed manner, this discourse can be descriptive or narrative.
  • Explanatory Discourse: It involves answering questions about the means or causes, helping learners to deepen their understanding.
  • Argumentative Discourse: This discourse seeks to convince by proving the validity of a statement through logical reasoning.
  • Evaluative Discourse: The learner compares their findings to expected responses, thus generating a critical evaluative discourse.

Gestalt Discourse vs. Social Discourse

A fundamental aspect of Madrasa Pedagogy© is the distinction between gestalt discourse and social discourse, each having its own characteristics and implications for learning.

AspectsGestalt DiscourseSocial Discourse
Relation to self and othersSpeaking in the here and now, being direct, taking responsibility for what is saidSpeaking elsewhere, being indirect, avoiding responsibility
Linguistic aspectsBeing explicit, precise, and free in expressionBeing implicit, allusive, and restricted in expression

Gestalt discourse is oriented towards the here and now, encouraging direct and explicit communication. It promotes free and personal expression, while social discourse is often more indirect and allusive, thereby limiting freedom of expression.

Practice of Discourses in Gestalt Pedagogy

Gestalt Pedagogy, integrated into Madrasa Pedagogy©, specifies the discursive practices to be used by educators and those that learners must develop.


Thus, learners are encouraged to explore various types of discourse to enrich their ability to communicate and understand the world around them.

Development of Metapragmatic Competence

The development of metapragmatic competence is a central goal of Madrasa Pedagogy©. This competence develops through several levels:

  • P1 to P3: Acquisition, assimilation, and transmission of pragmatic competencies.
  • E1 to E3: Acquisition, assimilation, and transmission of epipragmatic competencies.
  • M1 to M3: Acquisition, assimilation, and transmission of metapragmatic competencies.

At each level, learners deepen their understanding of communication issues and the skills needed to conduct meaningful and constructive conversations.

LevelsCompetence Evaluation Criteria
P1Pragmatic acquisition
P2Pragmatic assimilation
P3Pragmatic transmission
E1Epipragmatic acquisition
E2Epipragmatic assimilation
E3Epipragmatic transmission
M1Metapragmatic acquisition
M2Metapragmatic assimilation
M3Metapragmatic transmission


Madrasa Pedagogy©, by emphasizing the importance of discourse and communication, provides learners with an educational framework that helps them develop essential linguistic and cognitive skills. By encouraging the practice of various types of discourse, this approach strengthens students’ ability to think critically and communicate effectively, thus preparing them to become citizens capable of integrating and contributing meaningfully to society.