Fachdidaktik and the Development of Generalised Subject Didactics in Germany

Abstract

The German term Didaktik, independent of its historical roots and shades of meaning, traditionally denominates the science of teaching and learning, relating to the formation of human beings and thus to any content or content-based skills inside and outside school. In this wide understanding, all places and institutions transferring knowledge or “teaching” consciously would have an underlying didactic dimension. Museums for art or history or for experiencing aspects of natural sciences, for example, as much as broadcasts on television featuring non-fictional topics would be included : they have a didactic purpose. Their goal is to inform, to sensitize or to convince different audiences about something important. They want to pass on (new) knowledge or to differentiate already existing knowledge, in whatever ways, but successfully so. Thus, goal-oriented planning, interaction and some kind of accountability are implied – all of them are core components of Didaktik. [1]