The disciplinary field “didactics”, obviously, is still under construction. The ways of theorizing it are manifold. In the context of the symposium, we will critically present and explore a most challenging proposal by Chevallard, the last year recipient of the Hans Freudenthal medal by the International Commission on Mathematical Instruction: his “anthropological theory of didactics”. This theory is not about “subject didactics”, nor about “general didactics” in a traditional sense. It aims at defining what “didactic” is in any society and in any situation where somebody intends to transmit knowledge or know-how to someone else. In other words, it aims at a general theory of transmitting “praxeologies” – ways of acting in any situation including the knowledge necessary for it – from somebody to somebody else. This could be a unifying theory of didactics on a very general level of anthropology. It questions fundamentally any “disciplinary” approaches of didactics. In our contribution we will present what this radical questioning means to subject didactics – in Chevallard’s view a wrong way for constructing didactics. Inversely, we analyze the assumptions of the theory that are not explicated – an ahistorical approach of didactics – that question radically this anthropological approach of didactics.