Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas. Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge. Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and post-graduate students in the fields of curriculum studies, education theory, and comparative education. The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/9781003099390, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This book offers a critical and reflective discussion of contemporary challenges for education relating to sustainability and post-factual truths in light of the concepts of knowledge and Bildung. The book uses the concepts of knowledge and Bildung as keys to grasp what education is, and how the different educational traditions can complement a better understanding of challenges to education. Knowledge is taken as the core of the Anglo-American and French educational traditions, and Bildung is key for German and Nordic Didaktik traditions. The book presents comparative analytical work from international scholars who discuss Bildung aims in the light of sustainability, and knowledge in light of the 'post-factual' era. Building on the 2021 book Didaktik and Curriculum in Ongoing Dialogue, the book will be highly relevant for researchers, scholars and postgraduate students in the fields of educational theory, pedagogy, curriculum studies and comparative education.

Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas. Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge. Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and post-graduate students in the fields of curriculum studies, education theory, and comparative education. The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/9781003099390, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.