With the increasing interdependence and harmonization of educational systems and achievement expectations, the necessity to cooperate across national borders and differences is becoming more evident. A serious problem that has not received sufficient attention arises from different concepts of the planning and implementation of teaching. Two basic models predominate internationally: the Anglo-Saxon tradition of
curriculum and the Continental European tradition of
Didaktik. Didaktik and/or Curriculum presents core issues of
an international dialogue aiming at a comparative analysis of both traditions as an indispensable precondition for mutual understanding and successful cooperation.
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien, 1998, 2002. VII, 367 pp., ill.
Contents: Bjørg B. Gundem / Stefan Hopmann: Introduction: Didaktik Meets Curriculum – William A. Reid: Systems and Structures
or Myths and Fables? A Cross-Cultural Perspective on Curriculum Content – Rudolf Künzli: The Common Frame and the Places of
Didaktik – Ian Westbury: Didaktik and Curriculum Studies – David Hamilton: Didaktik, Deliberation, Reflection (In Search of
the Commonplaces) – O. L. Davis, Jr.: The Theoretic Meets the Practical: The Practical Wins – Ewald Terhart: Changing Concepts
of Curriculum: From «Bildung» to «Learning» to «Experience» Developments in (West)Germany from the 1960s to 1990 – Erik Wallin:
Changing Paradigms of Curriculum and/or Didaktik? – Ulf P. Lundgren: The Making of Curriculum Making: Reflections on Educational
Research and the Use of Educational Research – M. Frances Klein: Approaches to Curriculum Development in the United States
– Carlo Jenzer: Dealing with Change: The Making of Curriculum Making – Lars Løvlie: Paradoxes of Educational Reform: The Case
of Norway in the 1990s – Tomas Englund: Teaching as an Offer of (Discursive?) Meaning – Peter Menck: The Formation of Conscience:
A Lost Topic of Didaktik – Erling Lars Dale: The Essence of Teaching – William F. Pinar / William M. Reynolds / Patrick Slattery
/ Peter M. Taubman: Understanding Curriculum: A Postscript for the Next Generation – Wolfgang Klafki: Characteristics of Critical-Constructive
Didaktik – Stefan Hopmann / Bjørg B. Gundem: Conclusion - Didaktik Meets Curriculum: Towards a New Agenda.