‘Didaktik meets Curriculum’ revisited: historical encounters, systematic experience, empirical limits

Abstract

From a personal perspective, the article focuses on the points of contact between Didaktik and curriculum theory within a continental European perspective, where Didaktik is more commonly used than curriculum for describing the issues under scrutiny. By highlighting these points of contact between a continental European description of Didaktik and an Anglo-American description in curriculum, it also looks into the future, discussing some probable developments within education.