Sammenlignende fagdidaktik 2 - Institut for Uddannelse og ...

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Ellen Krogh
didactics proposed by Sawyer & van de Ven and find that three of the paradigms
are similar and, thus, that this theory seems to validate Nielsen’s. The fourth
paradigms, however, differ as Nielsen finds an ‘existential didactic’ paradigm
whereas Sawyer & van de Ven find a utilitaristic paradigm. I approve of Nielsen’s
suggestion of an existential didactic paradigm as I have found a similar position in
my own studies of the subject of Danish, but I propose adding a fifth paradigm in
which content is selected on the basis of a ‘didactics of reflection’. I argue for this
partly by referring to my own research in mother tongue didactics, partly by refer-
ring to the 2005 reform of upper secondary education in Denmark which demands
reflection on disciplines and disciplinary content in interdisciplinary course work.
In the third part of this article I respond to critical remarks by Høegh and
Borgnakke in this volume, demanding explicit reflection on the theories applied
in disciplinary didactic research. I go through the contributions in this volume
as well as in the previous volume on this field of research, Cursiv 7, and describe
the theoretical register present in these articles. Concluding, I find that the com-
parative endeavour appears to support reflection on theories and methodology
in comparative disciplinary didactics.
Keywords: comparative disciplinary didactics, disciplinary didactics, didactics,
semiotics, didactic paradigms, didactics of reflection.