ABSTRACT
This chapter highlights how the theory of content transformation is used and developed within our approach. We explain how content is shaped when “travelling” between culture and individuals and how teaching and learning could support this process. Following the questions: How to bring content closer to students when teaching? How do students grasp the content when learning? We distinguish three modes of the existence of content: subjective, intersubjective, and objective. Because to understand the content, it is necessary to keep identity across all three modes, we use the concepts of isomorphism to model how “the same” can be presented and interpreted “differently”. In this notion, we see the core of content transformation as developed in the European tradition of didactics and the Anglo-American tradition of pedagogical content knowledge. In education, the content transformation is done intentionally and actively – we explain how we can utilize the idea of instrumentation of experience in this context.
