Brief Notes on the Current Debate on Didactics in Europe
DOI:
https://doi.org/10.24310/mar.6.2.2025.18019Keywords:
didactics, Didactic content, Educational Practice, CurriculumAbstract
This paper aims to draw attention to the current debate in Europe that is recovering some ideas about didactics as a discipline and field of study and research that had been relegated in the last quarter of the 20th century to issues more related to the curriculum, curriculum theory or curriculum design. The most relevant ideas that characterise the debate are summarised, with emphasis on the evolution of the original thesis of the didactic triangle of teacher-student-content, towards the concept of didactic transformation of content that has updated the work of Young and Muller with the irruption of the dialogue around the concept of Powerful Knowledge and the impact on disciplinary fields of specific didactics. It also underlines the intention to bring together the most salient aspects of the European didactic tradition and curriculum studies through the claim that both disciplinary fields make of the dimension of educational practice as the central core of interest. It also outlines some questions that accompany the claim of practice as an object of study and research in didactics, enriching the normative vision of didactics with a perspective of enquiry and research that is not common in the more traditional conceptions of didactics from the European sphere.
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Copyright (c) 2025 Elena Ramírez Orellana, Jorge Martín-Domínguez, Inés Rodríguez Martín, Inmaculada Martín Sánchez
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