ABSTRACT
Didactic theories do not correspond to the fundamental realities of teaching as viewed from the perspective of the research on teacher thinking and sociology of teaching. The classical prescriptive and rationalistic approaches to didactics conflict so much with the realities of teaching that they should be either abandoned or viewed as limited approaches to the practice of teaching. Also, some aspects of the reflective approach suffer from a naive optimism because they do not recognize the institutional frameworks and because they overestimate the possibilities of feedback on student learning.
