This lecture is an overview of didactics. The latter is defined as the essential three-part relationship between the teacher, the taught (learner), and the knowledge itself, which is often termed the didactic triangle. The lecture traces the historical development of the term, noting that Wolfgang Ratke first used it in 1613, followed by Jan Amos Comenius who broadened it from an "art" to include a "science" of teaching. Subsequent thinkers like Johann Friedrich Herbart and John Dewey shifted the focus between the teacher's role and the learner's activities, respectively, while others highlighted the content itself. The lecture also explores practical concepts such as the didactic contract (explicit vs. implicit agreements between teacher and student) and didactic transposition, which details the modification and simplification of scholarly knowledge to make it teachable in an academic setting.

Objectives of this Lecture

At the end of the lecture, students will be able to:

• Define and contextualize the fundamental elements of Didactics.

• Trace the historical evolution of Didactics and its shifting focus. 

• Analyze the necessary roles and strategies of teachers and learners. 

• Explain the significance of the Didactic Contract and describe the process of Didactic Transposition.