Didactic in Continental European pedagogy: An analysis of its origins and problems

Abstract

The aim of this study is to describe, in a historical and philosophical context,the foundations and developmental lines of a tradition defined ascurriculum science or “didactic” in Continental Europe, particularly inGermany and Scandinavia. The principal aim here is introducing atheoretical approach based on a different philosophy, in addition to thetechno-scientific Anglo-American theoretical approach. Didactic traditionhas been of particular interest for curriculum researchers especially in thepast two decades. With such an interactive focus, this paper is divided intofour sections. Because this paper traces historical and philosophicalpathways of inquiry, its research method is purely qualitative, based ondocument analysis. The findings of this analytical study are expected tocontribute to the wider recognition of a philosophical-pedagogical tradition,which has not hitherto been paid much attention in Turkey.