ABSTRACT
Within the anthropological theory of the didactic, it has been suggested that the dominant teaching paradigm should be changed from transmission of knowledge to “questioning the world”. This can be realised through teaching designed as “study and research paths” (SRPs). In recent years, this design tool has been experimented on in Denmark and Japan within the existing constraints and conditions. Though these two educational systems are different, the experiments have been fruitful. Therefore, in this chapter we analyse the constraints and conditions—the ecology—of the two countries for implementing SRP-based teaching to identify favourable conditions for doing this.
