ABSTRACT
In American educational discourses ranging from instructional planning to educational psychology, education, teaching, and pedagogy are all understood predominantly in terms of learning. This chapter develops an account of curricular content as material that is inherently pedagogical. It argues that both of the approaches pay insufficient attention to students as active recipients of such knowledge and content. Klafki explores the pedagogical significance of any given example of educational content for his Didaktik through four questions. Alienation and self-alienation are seen as indispensible components of Bil-dung as the process or experience of formation and self-formation. Lee Shulman understands pedagogical content knowledge as “that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding”.
