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

3.
A Model of School Didactics
41
Forms, Levels and Contexts of Pedagogical Activity
41
A School Didactic Model
44
Planning—A Network of Intentions
47
Conclusion
51
The Interactive Teaching-Studying-Learning Process
52
Evaluation
56
Contexts
57
Why 
School 
Didactics?
60
A Model or a Theory of School Didactics?
65
Comparison of the School Didactic Model and Some German Approaches
66
Erudition-centred Theory of Didactics
66
The 
Berlin 
Model
73
A Descriptive Model, a Normative Model, or Both?
77
Two Ways of Understanding Value-relatedness in Didactics
78
PART II:
School Didactics and Pedagogical Implications of Learning Theory
86
4.
Analyzing Learning Theory—Its Aim and Design
87
Introduction
2
The School Didactic Model and Theory of Learning
87
Epistemological and Ontological Inquiries as the Instruments of Analysis
90
5.
The Object of Analysis—Cognitivist Learning Theory
97
Introduction
97
The 
Cognitivist 
Approach
98
Cognitivism and the Theory of Learning
105
6.
Cognitivism—Causal Theory of Perception, Representational Epistemology
and Ontological Dualism
116
The Epistemological Mind-World Problem
116
The 
Process 
of 
Learning
116
v

---

The Result of Learning
118
Cognitivism and Representational Epistemology
122
The 
Ontological 
Mind-Brain 
Problem
126
The 
Process 
of 
Learning
126
The Result of Learning
129
The Ontological Position of Cognitivism—Property Dualism and Functionalism
131
Summary
133