Editing Didactic method (section)

==Overview==
Didactics is a theory of teaching, and in a wider sense, a theory and practical application of [[teaching]] and [[learning]]. In demarcation from "[[mathetics]]" (the science of learning), didactics refers only to the science of teaching.

This theory might be contrasted with [[open learning]], also known as [[experiential learning]], in which people can learn by themselves, in an unstructured manner (or in an unusually structured manner) as in [[experiential education]], on topics of interest.  It can also be contrasted with [[autodidacticism|autodidactic learning]], in which one instructs oneself, often from existing books or curricula.

The theory of didactic learning methods focuses on the baseline knowledge students possess and seeks to improve upon and convey this information. It also refers to the foundation or starting point in a lesson plan, where the overall goal is knowledge. A teacher or educator functions in this role as an authoritative figure, but also as both a guide and a resource for students.

Didactics or the didactic method have different connotations in continental Europe and English-speaking countries. [[Didacticism]] was indeed the cultural origin of the didactic method but refers within its narrow context usually pejoratively to the use of language to a doctrinal end. The interpretation of these opposing views are theorised to be the result of a differential cultural development in the 19th century when Great Britain and its former colonies went through a renewal and increased cultural distancing from [[continental Europe]]. It was particularly the later appearance of [[Romanticism]] and [[Aestheticism]] in the Anglo-Saxon world which offered these negative and limiting views of the didactic method. On the other hand, in continental Europe those moralising aspects of didactics were removed earlier by cultural representatives of the [[Age of Enlightenment]], such as [[Voltaire]], [[Rousseau]], and later specifically related to teaching by [[Johann Heinrich Pestalozzi]].

The consequences of these cultural differences then created two main didactic traditions: The Anglo-Saxon tradition of [[curriculum studies]] on one side and the Continental and North European tradition of didactics on the other. Still today, the science of didactics carries much less weight in much of the English-speaking world.{{citation needed|date=July 2020}}.

With the advent of globalisation at the beginning of the 20th century, however, the arguments for such relative philosophical aspects in the methods of teaching started to diminish somewhat. It is therefore possible to categorise didactics and pedagogy as a general analytic theory on three levels:<ref>Gundem and Hopmann (1998). Journal of Curriculum Studies, vol. 27, no. 1] Retrieved 27 November 2013.</ref>

*a theoretical or research level (denoting a field of study)
*a practical level (summaries of curricular activities)
*a discursive level (implying a frame of reference for professional dialogs)