School Didactics And Learning: a school Didactic Model Framing An Analysis of Pedagogical Implication of Learning Theory

Bildungsinhalt
(the content of education), the individual teacher is ultimately responsible for seeking
the relevant 
Bildungsgehalt
(the educative aspect of the content). In the same sense the collective level
interferes with the teaching methods used. Legislation, for example, regulates the teacher’s freedom in this
respect.
I have tried to show that the process and result of learning can be related to the fundamental pedagogical
problems requiring decisions by the teacher. Hopefully the model above has not oversimplified the relations.
The primary focus of this study is on questions concerning the 
content
and 
method
of teaching in relation
to theories about the process and result of learning. Focusing on method and content also means that the
questions of educational objectives are not analysed here. Analysing pedagogical objectives or intentions in
relation to psychological theory could mean, for example, focusing attention on the ideological dimension
of psychological theory. A second restriction is that no specific attention is paid to the question of media.
We are now ready to take a second step in the development of the design of the empirical study.
EPISTEMOLOGICAL AND ONTOLOGICAL INQUIRIES AS THE INSTRUMENTS
OF ANALYSIS
As we have seen, we may reflect on learning theory both in terms of the process and the result of learning if
we are interested in pedagogical implications of learning psychology. Both questions may have pedagogical
implications with respect to decisions concerning content and method.
These two questions concerning learning may now be answered by investigating how a theory of learning
explains (a) what is meant by representing, possessing or exhibiting some kind of competence, knowledge,
insight or skill (the result of learning) and (b) how changes in human competence should be described (the
process of learning).
These two questions may also be expressed in terms of problems within the philosophy of mind. Two
questions are relevant in this respect. They are concerned with epistemological and ontological problems
(
Table 4.1
).
FIG. 4.1. The interdependent relation between pedagogical decisions concerning intentions, theme, method, and media,
in relation to the learning process and learning result and in relation to decisions made on the collective level and the
teacher level.
90
SCHOOL DIDACTICS AND LEARNING

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The Epistemological Problem
The term epistemological problem refers in this study to how the relation between the content of awareness
and external reality is explained. This problem is sometimes identified with the question dealing with the
experience of the existence of outer reality. However, it should not be confused with the metaphysical
question concerning the nature of 
TABLE 4.1 Summary of the Mind-World Relation and Mind-Brain Relation