Didactics

Didactics is the study and practice of teaching, focusing on the organization and transmission of knowledge. The term derives from the Greek didaskein, to teach, and in many educational traditions, especially in Europe, didactics (or Didaktik) refers to the systematic theory of instruction. It concerns what content should be taught, in what sequence, and by what methods, with attention to the learner’s prior knowledge, goals, and the context of learning.

Historically, didactics has deep roots in educational reform and philosophy. Early modern scholars such as Johann Amos Comenius argued for universal, well-structured instruction. In the 19th and 20th centuries, didactics absorbed influences from Herbartian theory on lesson sequencing and from German didaktik, which emphasizes the analysis of teaching situations, the selection of content, and the design of learning experiences. Figures associated with didactics have shaped debates about curriculum design, learning objectives, and the roles of teacher and student.

Core concepts include the didactic triangle or its variants, which highlight the interrelations among content, teacher, and learner. Central tasks involve choosing appropriate content, defining objectives, planning instructional sequences, selecting methods and media, and implementing assessment. Didactics also studies the conditions that foster learning, such as motivation, prior knowledge, and social context, informing curriculum development and classroom practice.

In contemporary discourse, didactics is often integrated with pedagogy and instructional design. It emphasizes evidence-based strategies, differentiation, and inclusive, learner-centered approaches, while also adapting to digital environments. Critics warn against overly prescriptive models, advocating a balance between structured guidance and learner agency.