The North European tradition of didactics has a wide range of different understandings (Gundem and Hopmann 1998) but is often confused with pedagogy as a term for the study of teaching-learning processes and curriculum studies. This might render the concept redundant and, at least in the Danish educational milieu, didactics has become increasingly identical with subject specific approaches to pedagogical issues. In my position paper, I draw attention to Danish research which explores: How does the epistemological and ontological understandings of a subject as well as its concrete content influence the teaching/learning processes of the subject? I argue that the German Bildung tradition (cf Klafki) has a strong influence on Danish education, and explore questions about how different subjects are assigned different relevance for the students’ Bildung. What are the consequences of different subjects having developed different understandings of progression? What does this mean for cross-curricular teaching and learning?