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

(Unterrichtstheorie),
approximately “theory of teaching and learning”
or “instructional theory”, is sometimes used synonymously with 
Didaktik
(see Glöckel, 1992, pp. 316 ff.).
For example Klafki (1980, 1991) uses the terms 
Unterrichtstheorie
and 
Didaktik
as synonyms, both
including curriculum theory. As long as curriculum theory is placed within 
Unterrichtstheorie,
this label is
not suitable for the present model. A more important problem with the general notion of 
Unterrichtstheorie
is that such a theory should, again, be valid for 
any
TSL process, i.e. irrespective of context.
3. A MODEL OF SCHOOL DIDACTICS
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A feature of the model presented here is that it acknowledges teachers’ critical reflection concerning both
goals, contents and methods in education. However, the present model does not aim at an analysis of how
the goals are formulated on the collective level. It is limited to teachers’ critical reflection concerning goals.
In this respect there is a difference between this model and curriculum theory.
School Pedagogics?
If the model cannot be called a model of general didactics, we may reflect on the possibility of turning to
the concept of school pedagogics (German 
Schulpädagogik,
Swedish 
skolpedagogik,
Finnish 
koulupeda-
gogiikka
), which is well established in German educational literature (e.g. Steindorf, 1972; Einsiedler,
1978; Benner, 1995, pp. 47ff.). Perhaps it could be translated as school education or school pedagogics. In
Finland the term school pedagogics has a long history (see e.g. Cleve, 1884; Lilius, 1945; Salomaa, 1947).
Having been out of use for about 40 years there is a renewed interest in the concept in Finland (Kansanen,
1992, 1995b). An argument supporting the choice of the concept of 
Schulpädagogik
would be that the
present model identifies the school, with its organizational structure and culture, as one of the most
important contextual aspects affecting all phases of the pedagogical process. However, since several writers
conceive of this term as a rather wide concept including a theory of school 
(Theorie der Schule),
it may be
misleading to use this term for the model presented in this book (see Apel, 1993). Beckman (1981) also
includes politics of school 
(Schulpolitik)
and legal questions connected to the school 
(Schulrecht)
in
Schulpädagogik
. Schröder (1992), again, mentions the following fields as the most important in
Schulpädagogik:
The most important problem areas of school pedagogics are therefore:
– the theory of school, including legal and organizational questions in connection with schools as well
as problems related to the form of school life and school hygiene,
– theory of instruction, including curricular problems, forms and princles of instruction as well as
instructional technology and media didactics,
– teaching practice with special reference to effective instructional planning and organization,
including effectivity control.
12
(p. 311, bold-faced printing in the original not marked here)
Schröder’s (1992) description is quite close to that represented by Cleve’s book from 1884. The present
model is not developed in order to conceptualize what role the school has in society as a cultural institution.
Nor is it aimed to cover school legislation and organization. Rather, it aims at offering tools for handling the
TSL process within the institutionalized school. Under such circumstances the present model cannot be
identified as a model of school pedagogics