Didactic relation in the teaching-studying-learning process

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Subnetwork E
Day 3 Sunday 30 May
Parallel Session 3.2: 11.00-12.30
Room 4
Session E1: "Didaktik"- the science of the teaching profession?
Pertti Kansanen & Matti Meri
Department of Teacher Education
Didactic relation in the teaching-studying-learning process
Abstract
The relation between general didactics and subject didactics is first analysed and the special
characteristics of subject didactics are described. With help of didactic triangle the
pedagogical relation between the teacher and the student is discussed. The core of subject
didactics is outlined as the teacher´s relation to another relation, that between the student and
the content. The manifest part of this later relation is expressed as studying and the latent part
as learning. Finally the fact that every teacher has a didactics of his/her own is discussed.
1. General didactics and subject didactics
The substance of didactics and of research on didactics is the instructional process with all to
it connected factors. The ideal approach to such an examination would be to look at that
process as a totality, taking all possible factors into consideration. It is certainly not possible
to include all viewpoints into the same design in the same study. But the framework is totally
different when the process is looked at as a whole as against the alternative approach where
the focus rests on some particular component and the totality is not even discussed. Research
on didactics in its broadest definition refer to all kinds of research on teaching or, more
precisely, on the teaching-studying-learning process (Kansanen, 1999). It must be added that
didactics also means pedagogy in this area. The descriptive side of didactics is characteristic
of a research approach and the normative side represents the practical viewpoint with its
arguments and justifications behind the educational decisions. In addition, didactics always is
connected with some context in the society, with some institution, and it is here that a
curriculum comes into the picture. A curriculum restricts the degree of freedom to act in this
context. It is pedagogy as a totality that guides the instructional process according to the aims
and goals stated in the curriculum.
Generality in examining didactics differentiates into many special viewpoints on the action
level. The teacher and the practitioner researcher need some viewpoint to approach the
instructional process in practice. Beside general didactics (didactica generalis) special
didactics (didactica specialis) concentrates on some aspect that is distinguished from the
instructional process for examination. It may usually be some period of life (Stufendidaktik),
some content (Fachdidaktik), some broader content area of education (Bereichsdidaktik), or
leisure didactics (Freizeitdidaktik). Another viewpoint to look at the same problem is to speak
of theoretical didactics contra applied didactics. When speaking of applied didactics the
theoretical aspect of didactics is emphasised and there is a certain difference as to the

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dimension of generality if we compare it with special didactics. Covertly, at least, applied
didactics steers our thoughts to the idea that the content could be deduced from some
theoretical model or rationale and the practical procedures could be subordinate to the
theoretical didactics. In the generality dimension the hierarchical aspect is not supposed to be
present and the various areas of didactics get some specific additional meaning with the
special characteristic in question.
Education and didactics is a many-disciplined field of study. It has traditionally been central
content of educational sciences, other disciplines have brought their characteristic
contributions to this area when dealing with the questions of education or didactics. Beside
didactics some subdisciplines of education are generally mentioned in the literature. The most
common are educational psychology and educational sociology or psychology of education
and sociology of education (e. g. Röhrs, 1969; Tibble, 1966; Hirst, 1983).
Educational psychology is most commonly defined as the intersection of education and
psychology. In that intersection we can find an area where the aspects common to education
and psychology are found. If the viewpoint of social psychology is added, the area is often
called the social psychology of education. The unity of two separate disciplines brings certain
problems mainly with the people who are doing research in this area. It is characteristic of
those who come to educational psychology from the direction of education to say that
educational psychology is a subdiscipline of education, and of those who come from the
direction of psychology to say that it is a subdiscipline of psychology. This state of affairs
only emphasises the common area of both disciplines, that is, the place where they intersect.
The same can be said of the unity of education and sociology, educational sociology.
Analogous to the unity of education and some neighbour discipline is the unity of didactics
and some content that is to be taught, studied and learned. Usually we speak of subject
didactics (Fachdidaktik) but the term is not clear at all. Why not content didactics
(Inhaltsdidaktik)? We must first answer to a very awkward question: what is content? When
we speak of subject didactics we are already tightly on the action level and doing with very
concrete things inside the curriculum. But where do the subjects come from and what is the
relation between content and a subject?
It becomes immediately clear that subjects are only a part of the content on the whole. The
content in the curriculum is usually divided into various subjects but there are also other kind
of content that may be common to all subjects or is, for example, psychological by nature (cf.
Achtenhagen, 1992). The development of curriculum making has come a long way to the so
called school subjects we are almost universally referring to in our curricula. There is also
some special usage with the terms depending on how we define subject didactics. In the other
end of the dimension subject didactics refers to some specific school subject, e. g.
mathematics, English, or history. In the other end of the dimension it sometimes means a
combination of some related subjects. If the content is more general or refers to some area of
personality development we usually move to the side of general didactics.
It is an interesting question to ask how independent the different sections of subject didactics
may be. In German we may speak of Bereichsdidaktik and that is also the practice in the
Finnish teacher education. We combine some related subjects to an area (Bereich) and in this
way we may get fewer didactic areas to deal with. Typical examples are didactics of
mathematical subjects, didactics of natural sciences, didactics of foreign languages, and
didactics of physical education. Apparently we can combine those subjects that have
something common with each other. It may be same kind of phenomena or same kind of

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methodology in getting new knowledge. Problematic, however, is how far we can go with
this kind of unification.
The possibility of general subject didactics of a certain kind has also been suggested
(Achtenhagen, 1981; Scherler, 1989, p. 21; Klingberg, 1994, p. 82). It might be placed
between general didactics and different subject didactics areas. Perhaps a dimension from
concrete to more abstract content might be behind it. This suggestion is, however, like
repeating the question what subjects or, more generally, what content may be combined.
Bringing together different subjects with quite different theoretical assumptions behind them
may lead only to superficial compilation. Perhaps the general subject didactics could be
interpreted consisting of a few, partly overlapping, areas reducing the various subject
didactics areas from quite many subjects to only some combinations.
The position of subject didactics in the field of education is not solely independent by nature.
It depends how the curriculum is written and what kind of decisions are made in that context.
As in curriculum making in general the position of subject didactics is political by nature and
dependent of the educational policy in the society. That means that some subject didactics
may come to an end or change its character with the societal development if that content is
not taught any more in the schools. Subject didactics may also be latent in that sense that we
do not know the content that may be produced in the future and furthermore taught in the
schools.
Subject didactics must also be seen as a last concrete (or first) link in a circle where academic
subjects are one possible starting-point and where the school subjects have their own
position. If we start from the academic subjects we may see that quite many of the oldest ones
are represented somehow or other in the school curriculum as school subjects. They are not
identical, naturally, but it may be claimed that there are certain authority in their relations.
That comes visible when we think of teacher education and the specialising of teachers.
Those departments in the university that have competence in particular subjects are also
responsible for the studies of the university students of teacher education. Usually the
didactic aspects are linked to the subject after some studies in the subject and in education.
The situation varies in different countries as to the placement of subject didactics studies in
the university. May it be in the subject department or in the department of teacher education
it means practically that the development of a school subject is controlled by the academic
representatives of the subject. There are exceptions because all school subjects are not
academic by nature but the general trend is that the university professors as authorities of
their subjects control also the development of school subjects. That means that it is very
difficult to brake the circle and introduce some alternative or new models to the content in the
curriculum. The need to develop a new subject from the practical point of this circle is
extremely difficult and to achieve a strong position among traditional school subjects brings
along big problems. The subject of civic education (kansalaistaito) or guidance (oppilaan
ohjaus) are good examples in Finland, also Goodson (1983) presents some similar
experiences in his studies of the development of school subjects.
In the course of time there has been attempts to get rid of the separate-subject system of the
curriculum. Without going deeply in this topic the viewpoint may be raised that with smaller
children the curriculum has often been designed as a totality concentrating in some
organising themes (Gesamtunterricht) instead of the subjects. The vicious circle comes,
however, quite soon into operation: how to build units, how to get competent teachers in the
special themes, where is teacher education taking place, etc. Emphasis on the child or on the
student puts the content to a secondary position and highlights the formal side of education.

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The content can not be avoided, its role is in any case central and important, only its
systematic representation may be different. The larger administrative and traditional
boundaries must, however, be broken before it may become realistic.
We can conclude that also the system of subject didactics follows the disciplines of
knowledge. Trying to integrate knowledge in a curriculum is one possibility to break the
traditional conception of separate-subject approach (cf. Beane, 1995). Most of the school
subjects are already multidisclipinary in some way and the unity with education makes
subject didactics interdisciplinary in any case. The integrated curriculum meets the
requirements of everyday life in a natural way. On the other hand, knowledge has gradually
developed and differentiated to a certain accepted system that may also be reasonably
justified. The development in the future will probably find some compromises. One such a
compromise has already been experimented quite a lot: the main factor steering the
application of integrated curriculum is the age of students. With older students our
experiences are still quite limited.
In spite of the conception we adopt for the role of subject didactics in the totality of the
instructional process its relation to general didactics is essential. To interpret this relation
there are various possibilities (Kron, 1993, pp. 36-37). Usually we put them opposite to each
other with their respective background disciplines. Every school subject has its own base,
some of them have it in an academic discipline. In the area of education general education
forms the background. When we form the intersection of the base discipline and education
we get a subject didactics (e. g. Glöckel, 1990, pp. 316-324). Plöger (1991; 1994) has
described the development of the relation between general didactics and subject didactics in
Germany. He states that the dialogue between general didactics and subject didactics that
began in the early 1950s gradually diminished and got special subject didactics emphases.
Plöger claims that certain special questions in subject didactics became important and left the
theme of the relation between general didactics and subject didactics in the background.
Questions like selection of the themes, the position of a subject among other subjects, and the
hierarchy between subjects came important in the discussion. The concepts were looked for
in the general didactics and applications were elaborated in various subjects according to the
models in general didactics. According to Plöger this was done with too little criticism. In
spite of that the identity of subject didactics were looked for in the discipline behind the
subject. This trend was in close connection to the reform of teacher education in Germany
and the representatives of subject didactics considered themselves belonging more to the
realm of their subject than in pedagogy.
Klafki (1994) has made a summary of the relation between general didactics and subject
didactics with five theses:
-The relation of general didactics and subject didactics is not hierarchical by nature. Their
relation is rather reciprocal. It means that it is not possible to deduce subject didactics from
general didactics. They deal both with same problems, naturally a certain subject brings its
typical characteristics to the discussion but their difference is predominantly in the possibility
to generalise their solutions and decisions. Reduction of the subject didactics to general
didactics is not possible and general didactics has no immediate consequences in subject
didactics.
-The relation of general didactics and subject didactics is based on equality and constructive
co-operation. The way of thinking may in spite of that be divergent.

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-General didactics and subject didactics are necessary to each other.
-The role of subject didactics between the discipline and education is not only a mediatory
one, it must be seen as more independent with its own contributions to the common area of
education and the subject.
-General didactics aim at as comprehensive model as possible but it does not mean that those
models could include the instructional process in its entire totality. The models in subject
didactics may, however, be done in more detail.
On the action level of the teaching-studying-learning process integrating curriculum has
aroused much discussion and also opposition. The arguments presented for and against
integration reflect also the attitudes when discussing the relation of general didactics and
subject didactics. Beane (1995) claims that the separate-subject approach derives from
Western-style humanism and it is deeply rooted in our thinking and in the academic
knowledge system. Beane also presents some protecting factors that contribute to the stable
position of the separate-subject approach in school curriculum and teacher education. First of
all there is a network of academic elites with symbiotic relationships. Beane refers among
others to many academians and teacher educators, test and text publishers, subject-area
associations whose identity and advantages are behind some subject. Secondly, parents and
other adults are uncertain to choose radical alternatives. Further, teachers have their identity
in the very subject they have studied and are teaching. There is also a certain ranking among
subjects that is of a nature to strengthen teacher’s own beliefs. Finally, Beane claims that we
are living in a very conservative era.
Separate-subject approach in the curriculum and subject didactics have many characteristics
in common, actually they both are based on the same knowledge system. It is reasonable to
claim that the same problems are encountered when trying to combine certain subject
didactics to area didactics (Bereichsdidaktik). Klafki, however, considers subject didactics
and area didactics as parallel in his five theses (1994). It may be interpreted in such a way
that he has nothing against combining some relative subjects into a common area. The
conceptions about this matter are, nevertheless, extremely varied. In the Finnish system of
teacher education area didactics has been realised already over twenty years. Although it
must be added that there are also economic reasons for this decision, it has functioned
reasonably well. Didactic research literature on the respective areas has increased and the
number of doctoral students has continually increased.
Contrary to the positive attitude towards area didactics is the recent point of view taken by
the chairpersons of associations of subject didactics in Germany (Konferenz, 1998). They are
strongly against combining neighbour subject didactics to fewer units of area didactics.
Among many arguments it is repeatedly stressed that every separate subject didactics is
strongly connected to its discipline and to its knowledge base. The different subject didactics
must rather be seen in close co-operation with each other and in this way they are together
able to fulfil their interdisciplinary assignments. The problems overlapping separate subjects
are a challenge for co-operation of specialists in subject didactics, area didactics is called
something like ”imaginary super science”(imaginäre Superwissenschaft) and is claimed to be
impossible. As said earlier, integrated curriculum and area didactics must not be considered
identical or corresponding each other directly. A possible solution to overlapping subjects or
integration of subjects is interdisclipinary co-operation, combining separate subject didactics
to some kind of combination is not the right way. The chairpersons are by the way taking
stand also to the curriculum integration when mentioning such subjects as civic education

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(Sachunterricht) and field of work studies (Arbeitslehre). To constitute a school subject from
some practical point of view brings about a different kind of subject, not based on any
discipline, and the chairpersons (Konferenz, 1998) are not referring to such compilations. We
tend to approve of this last viewpoint but it leaves the development of didactics for such
compilations open. Also the remark that many subject didactics are quite large and
heterogeneous is true, e.g. biology as a subject contains knowledge from many different
areas.
The position of subject didactics as a special area in didactics is not a simple one. Although
the viewpoint here is content it must be kept in mind that subject didactics is only one special
angle to look at the problems in the field of didactics. Beside subject didactics we need some
other perspectives. The point is, however, that subject didactics has traditionally a very strong
position. As we have indicated there may be alternative ways of looking at things, examining
and experimenting with them will prove their future usefulness.
Subject didactics has been thoroughly dealt with in the German didactic literature. It has, of
course, its corresponding field in the Anglo-Saxon research on teaching. The tradition and the
cultural context is there, however, totally different. Lee Shulman (1987) has introduced his
term pedagogical content knowledge and it has been noted to resemble the German
Fachdidaktik quite closely (cf. Gudmundsdottir & Shulman, 1987; Gudmundsdottir &
Grankvist, 1992; Nordenbo, 1997, pp. 123-130). In spite of that, as systematic analytic
literature as in German is still waiting its coming.
2. Didactic triangle as a means to understand subject didactics
In addition to the participants in the teaching-studying-learning process this process has some
purpose, it aims at something. The purpose, aims and goals are defined in the curriculum. The
relation of the participants, the teacher and the students, is fairly often described with the
didactic triangle according to Johann Friedrich Herbart (Peterssen, 1983, p. 46). What is
content in the teaching-studying-learning process is a very complicated thing. Said shortly,
the content does not restrict to various subjects, it may, in fact be extremely versatile as e.g.
Shulman (1987, p. 8-9; Wilson, Shulman & Richert, 1987, p. 114) has described. The same
has been taken into consideration when drawing the didactic triangle. The didactic triangle is
usually drawn with teacher, student and content as its points. There are, however, numerous
variations depending on how the points are understood in a larger context where the societal
factors are explicitly drawn out (Paschen, 1979; Künzli, 1998).
Although the didactic triangle should be treated as a whole, it is nearly impossible in practice.
That is why it is usually analysed in pairs. The most usual approach is to take the relation
between the teacher and the students as a starting point (Figure 1). When this relation is seen
as a pedagogical relation it brings with it certain special meanings. The grown-ups as students
are of age but the pedagogical relation between the teacher and the student is, however,
asymmetrical. In the pedagogical relation the teacher has something that the student not yet
has. In other respects this relation may be democratic. When the students are children the
asymmetric quality of the relation is emphasised.
CONTENT

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TEACHER pedagogical relation STUDENT
Figure 1. Pedagogical relation in the didactic triangle
In the Geisteswissenschaft pedagogy the relation between the teacher and the student is one
of the basic concepts. In the thinking of Herman Nohl this relation has been of special
importance. Wolfgang Klafki (1970, pp. 55-65) has summarised it by stating that this relation
is necessary from the point of view of a young person and it aims at his/her best, the content
of this relation has to be thought over in every historical situation, it is interaction by nature,
it is not possible to compel the student to this relation, and it is not permanent but the young
person gets gradually rid of it and develops to an independent person of age. The relation also
takes gradually shape according to the future perspectives during the development of the
young person. In everyday pedagogical discussion this characteristics has often been referred
to as ”the pedagogical suicide of the teacher” or ”pedagogical paradox” according to
Immanuel Kant.
It belongs to the character of the pedagogical relation that it may be organised in whatever
way. In principle there is almost complete freedom to construct the interaction in the
teaching-studying-learning process. It is also possible to describe the various emphases by
drawing the didactic triangle accordingly. Jürgen Diederich (1988, pp. 256-257) presents
some examples. Authoritarian atmosphere stresses the teacher’s personality, student-centred
methods emphasise the student’s role, competence over the content means expert knowledge
of some subject, and understanding of the student’s personality refers to psychological
interaction, etc. Klaus Prange (1986) considers the dimension between teacher and subject
matter doctrinaire, pedagogical relation is seen from the teacher’s point of view as ethical,
and teacher’s knowledge of the student is called maieutic.
In the relation between the teacher and the content the teacher’s competence in content is in
focus. From the point of view of subject didactics the question is of the balance between
subject knowledge and pedagogy. It is common sense knowledge that the requirements in this
respect are the greater the older the students are. The limits of the subject-matter expertise are
easy to state. To be a teacher s/he must have something that the students do not have (cf.
McClellan, 1976) and in the area of content knowledge this means sufficient academic or
professional studies. In principle the competence of the teacher is never too high but when it
is over the requirements it may become useless. Of importance is also that the teacher’s
relation to the content is sufficiently many-sided and there is pedagogical competence
enough. Uniting content expertise and pedagogical competence is a good starting point but to
fulfil the requirements needed in subject didactics it must be further specified.
It must be added that in the traditional understanding the content in the didactic triangle has
meant discipline-based content knowledge that may be expanded to the questions of the
curriculum, not so much to the questions of general pedagogy. We have, however, considered
the content as somewhat more comprehensive as pure subject-matter and thus become nearer

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to the core of subject didactics as usual. This also indicates the limits of using such models as
didactic triangle as a basis of understanding. In spite of their simplifying qualities the models
may be of help in the conceptual analysis.
3. Didactic relation – the core of subject didactics
The student’s relation to the subjects, or more generally to the content, is the key to didactic
understanding. The content is defined in the curriculum as subjects and other content. The
whole instructional process aims at achieving the aims and goals stated in the curriculum.
Most of the outcomes from the teaching-studying-learning process are learning results but
behavior changes through own free will on impulse of the activities in the instructional
process are also consequences of the same process. Learning and other desirable changes, or
more generally said the defined development of a student’s personality, are the primary
purpose of the teaching-studying-learning process. It may thus be said that the consequences,
learning included, form the most essential viewpoint to the relation between the student and
the content.
It is a well-known fact that teaching in itself does not necessarily imply learning. Rather,
teaching is a kind of action that is aimed at pupils’ learning or other kinds of outcomes
without any guarantee on the teacher's part (e.g., Smith 1961, 1987). If we describe the
activities of the teacher as teaching, we would prefer to call the activities of the students as
studying (cf. McClintock, 1971; Uljens, 1997, pp. 34-43). It is this studying we can see and
observe in the instructional process. In other words, the relation between the student and the
content is visible as studying, doing something in order to achieve the aims and goals in the
curriculum. The invisible part of this relation may be learning and other consequences of the
instructional process. Learning is taking place in a student’s mind and in order to learn the
student is expected to do something, to study. For the teacher to bring about learning is the
central task but to control learning taking place is theoretically impossible. What the teacher
is able to control or rather to guide is studying.
In any case, the most important determinant in the teaching-studying-learning process is the
student and his/her achieving the aims and goals of the curriculum. The teacher’s task is to
try to guide this relation (Figure 2). First, there is a relation between the student and the
content. This is manifest as studying and latent as learning and other changes. Secondly, the
teacher has a relation to the relation between the student and the content. In other words, the
teacher has a relation to studying and at the same time this relation is also to the learning and
other changes. That very relation may be called didactic relation (cf. Klingberg, 1995, pp. 77-
84). It is important to notice that the didactic relation means a relation to another relation.
TEACHER

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CONTENT didactic relation STUDENT
Figure 1. Didactic relation in the didactic triangle
To emphasise the importance of the didactic relation it may be brought out that concentrating
on the content makes the teacher an expert and concentrating on a student makes the teacher a
caretaker of the pedagogical relation. To concentrate on the relation between the student and
the content or on studying is, however, the core of a teacher’s profession.
4. Teacher’s didactics
Didactic relation as a teacher’s relation to studying has also some quick consequences. It is
difficult to think that the didactic relation could be organised universally or following some
technical rules. Every teacher is supposed to think and decide him/herself how to cope with
it. That means also that every teacher has a didactics of his/her own. This comes quite near
the concept of teacher’s practical theories (Elbaz, 1983) or teacher’s pedagogical thinking
(Kansanen, 1999). Didactic models or textbooks may be of help but they do not remove the
teacher’s personal responsibility in making educational decisions.
A second point of view is the context of didactic triangle. It has been claimed that the larger
societal conditions are not taken into consideration clearly enough. Adolf Diesterweg
suggested a fourth factor that he named as outer conditions where the students are living (cf.
Klingberg, 1995, pp. 84-85). Although it is true that the didactic triangle is an abstract
construct it is always situated in some context. The question is how much of these outer
conditions must be explicitly stated and how much of it belong to that context where the
triangle is situated. In school didactics the instructional process is always guided by some
curriculum and the relations to larger societal determinants are defined through it. If these
societal conditions are emphasised it is natural that they are also paid more attention.
The development of research on general didactics has reacted to the claim of wider conditions
with a concept of school pedagogy. It is also a German peculiarity like didactics. It may be
described comparing it with didactics. Glöckel (1990, pp. 322-324) offers a historical
explanation to their differentiation. Didactics has developed as an essential part of general
pedagogy and teacher education. Almost all teaching was taking place in schools and school
pedagogy was central in didactics. Teaching is nowadays, however, a broader concept taking
place also outside schools and didactics is not limited to schools. The same may be said of
school pedagogy, it refers to broader societal conditions. Didactics concentrates mainly on
the individual and refers to educational psychology and further to the theory of teaching.
School pedagogy has its main interest in organisational factors and refers to educational
sociology and further to the theory of school. When didactics has its background in
philosophy, school pedagogy is interested in political sciences. The most important names in
didactics are Wolfgang Ratke and Johan Amos Comenius while the respective names in
school pedagogy are Johann Friedrich Herbart and Friedrich Schleiermacher. The
contemporary representatives among others may be named Hans Apel (1990; 1993) and
Wolfgang Einsiedler (1991). It may be emphasised, however, that most of the problems and
themes of didactics and school pedagogy are common.

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Questions for discussion
1. What does it mean to say that subject didactics may be manifest and latent?
2. How many didactic relations are possible to one teacher?
3. The results of the teaching-studying-learning process may be learning and other
consequences. What may these other consequences be?
Pertti Kansanen & Matti Meri
Department of Teacher Education
P.O.Box 38 (Ratakatu 6A)
FIN- 00014 University of Helsinki
Finland

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