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Didaktik is at the centre of most school teaching and teacher education in Continental Europe, but at the same time almost unknown in the English speaking world. The article gives a brief outline of the history and the common core of Didaktik, of its current situation, and of the basic differences compared to the Anglo-American concept of ‘curriculum and instruction’ and the French ‘transposition didactique’. The common core of Didaktik is characterised as ‘restrained teaching’, based on (a) a commitment to Bildung, (b) the educative difference of matter and meaning, and (c) the autonomy of teaching and learning.
Stefan Hopmann (Tue,) studied this question.
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