ABSTRACT
Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas.
Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge.
Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and post-graduate students in the fields of curriculum studies, education theory, and comparative education.
The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781003099390, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
TABLE OF CONTENTS
part I|93 pages
Contemporary educational discussions within a Didaktik/curriculum frame
chapter Chapter 4|20 pages
Outline of a taxonomy for general Bildung
chapter Chapter 5|13 pages
Curriculum development as a complex policy process in Denmark and Germany
part II|87 pages
Directions of educational scholarship within the field of didactics
chapter Chapter 6|18 pages
Towards laboratories for meta-reflective didactics
chapter Chapter 7|27 pages
Bildung as the central category of education?
chapter Chapter 8|21 pages
‘Didactiques’ is not (entirely) ‘Didaktik’
chapter Chapter 9|19 pages
Non-affirmative school didactics and life-world phenomenology
part III|49 pages
How to construe the thematics of Didaktik and curriculum