70 Pedagogika / 2014, t. 115, Nr. 3 Refections on the Relationship Between Cybernetic Pedagogy, Cognitive Science & Language Boris Aberšek1, Kosta Dolenc2, Metka Kordigel Aberšek3, Rafaele Pisano4 1 University of Maribor, Faculty of Natural Sciences and Mathematics, Department of Physics, Koroška cesta 160, 2000 Maribor, Slovenia, boris.abersek@uni-mb.si 2 University of Maribor, Faculty of Natural Sciences and Mathematics, Department of Physics, Koroška cesta 160, 2000 Maribor, Slovenija, Kosta.dolenc@uni-mb.si 3 University of Maribor, Faculty of Education, Department of Fundamentals of Education, Koroška cesta 160, 2000 Maribor, Slovenia, metka.kordigel@uni-mb.si 4 University of Lille 1, Faculty of Physics, Center of Sciences, sociétés, cultures dans leurs évolutions, 59655 Villeneuve d’Ascq Cedex, France, pisanorafaele@iol.it Abstract. Based on our previous educational researches we discuss whether it is possible to replace a human teacher with a virtual (machine) teacher, refereeing the hidden layers of doing so, as well as considering the technological possibilities currently available explain what this means in a society. For, an adaptation of current cybernetic into cybernetic pedagogy as cognitive modelling within a compounded educational system is proposed. Keywords: Learning process, cybernetic pedagogy, cognitive science, symbol models, connec- tionism, hybrid systems, programmed learning, learning algorithm, e-learning material, logics and language, science & society. An Introduction On Cognitive science. A cognitive educator is the educator who uses science of the mind as a tool at his / her modelling of the teaching and learning process. Consequently one of the basic questions facing educators today has always been How do we start improv- ing the teaching / learning process? Fortunately, we do not have to begin from scratch to answer such a complicated question. Te experts recommend that one should start by DOI: http://dx.doi.org/10.15823/p.2014.028 ISSN 1392-0340 E-ISSN 2029-0551 Pedagogika / Pedagogy 2014, t. 115, Nr. 3, p. 70–87 / Vol. 115, No. 3, pp. 70–87, 2014