This volume presents a mix of translations of classical and modern
papers from the German Didaktik tradition, newly prepared essays by
German scholars and practitioners writing from within the
tradition, and interpretive essays by U.S. scholars. It brings this
tradition, which virtually dominated German curricular thought and
teacher education until the 1960s when American curriculum theory
entered Germany--and which is now experiencing a renaissance--to
the English-speaking world, where it has been essentially unknown.
The intent is to capture in one volume the core (at least) of the
tradition of Didaktik and to communicate its potential relevance to
English-language curricularists and teacher educators. It
introduces a theoretical tradition which, although very different
in almost every respect from those we know, offers a set of
approaches that suggest ways of thinking about problems of
reflection on curricular and teaching praxis (the core focus of the
tradition) which the editors believe are accessible to North
American readers--with appropriate "translation." These ways of
thinking and related praxis are very relevant to notions such as
reflective teaching and the discourse on teachers as professionals.
By raising the possibility that the "new" tradition of Didaktik can
be highly suggestive for thinking through issues related to a
number of central ideas within contemporary discourse--and for
exploring the implications of these ideas for both teacher
education and for a curriculum theory appropriate to these new
contexts for theorizing, this book opens up a gold mine of
theoretical and practical possibilities.
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