The American tradition of curriculum studies and the German tradition of 'Didaktik' address thinking about the subject-matters of teaching, teaching itself, schooling, and 'educating'. Are they two sides of the same coin? This essay compares and contrasts the two traditions to conclude that while the two traditions are very different in their framing assumptions---curriculum theory addresses the school curriculum as an institution while Didaktik addresses the work of the classroom aiming at the students' formation---Didaktik thought complements Anglo-Saxon thought about teaching in important ways and suggests approaches to ways of reflective thinking about teaching.
Publisher
Peter Lang
Type of Resource
text
Language
en
Permalink
http://hdl.handle.net/2142/109657
Sponsor(s)/Grant Number(s)
Spencer Foundation; Deutsche Forschungsgemeinschaft
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