This paper examines the word didactics, starting from its vernacular usage and moving towards its genesis in Greek culture. Against the philologists, it wants to know the usage values that are inside the word. When the current use of the term is investigated, obtained from dictionaries, the choice of the Greek word from Christian texts is identified as much more of the first use, inscribed in the archaic Greek theatre. This forgetfulness, like repression, reveals the instinctual investment that the subject contains. Hence, the hypothesis of this text is that, despite its efforts from the second half of the 20th century onwards, didactics holds in the field a metaphysics of presence that finds an ideal of human being. In order to distance itself from this conception, it choses to follow Sandra Corazza’s philosophy of hell towards a didactics of the infernal that considers, on the one hand, the fractures of a diabolical thought and, on the other hand, its assumption as a transcreation of didactics.
Didactics; Transcreation; Philosophy of difference; Education