The symposium “Fachdidaktik – European Perspectives” will bring together scholars from a number of European countries (Denmark, France, Germany, Switzerland, UK) who will present and discuss for the first time ever on a European level some of the concepts and different understandings of “Fachdidaktik” as they are embedded and effectively applied in a variety of national or culture-specific contexts. The term Fachdidaktik marks the growing independence of this field of study from general didactics as well as its specific, legitimate focus on subject-based teaching and learning processes and their results which differ from those of general education. Accordingly, the development of Fachdidaktik as a scientific discipline, at least in some European countries, is closely related to a research-based approach of describing the goals, the acquisition of subject-specific knowledge and skills, the interactional processes in the classroom and their outcomes as well as the use or application of such knowledge inside and outside of school. It is thus linked to a modern notion of “Bildung” which is not limited to the unfolding of an enlightened, educated personality, but includes the development of the full potential of a human being as a social actor and a democratic citizen. During these concrete problem-solving processes, which are subject- and topic-based, the mental, cultural and practical capacities as much as the personal and social competencies of learners are being challenged and continuously widened in an observable way. The term “Bildung” can also be paraphrased as an active, self-reflective relationship to oneself, to others and to the world, based on in-depth experiences in a number of domains, the acquisition of critical knowledge and of specific skills as well as the exchange about them with other learners.

Each of the presenters will deal – among other things - with central issues like theory-building within a specific subject area, the use and meaning of key terms and notions, the description of the methodological basis, the modelling of subject-specific teaching and learning events (lessons), the relationship between content, language and procedures of constructing subject-based knowledge in the classroom and the outlining of respective research agendas as well as marking empirical findings so far. Implications for the education and training of subject teachers across Europe will also be addressed. It remains to be seen, in how far the differences between different culture- and subject-oriented approaches outweigh their commonalities or whether a common core of “Fachdidaktik” across borders can be identified and defined, given this sensitive area of study and comparison.

Since this year’s conference will take place in Berlin, a particular focus will be put on the presentation of the state of the art of Fachdidaktik in Germany, as it has evolved over the last 20 years, establishing expertise and networks among the diverse areas of didactic investigation and of educational policies in the country, leading to more and better research and to the professionalisation of pre-service and in-service teacher education, among other things.