Introduction: Didaktik and curriculum in ongoing dialogue

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book aims to continue and update an international and intercultural scholarly dialogue that was started in the 1990s. It discusses the potential of Bildung-oriented Didaktik in the version developed by Wolfgang Klafki. The book argues that to prepare teachers and students for the challenges of the twenty-first century, the content specificity of didactics needs strengthening and the notion of education as Bildung needs extending and redefining on both a personal and a functional level. It introduces school didactics as a delineation of disciplinary didactics that takes the specific school context for teaching and learning into account. The book examines the hypothesis that the traditional core narrative of Didaktik in Norwegian teacher education has been replaced by an OECD narrative of learning sciences.