in much of the English-speaking world.. With the advent of globalisation at the beginning of the 20th century, however, the arguments for such relative philosophical aspects in the methods of teaching started to diminish somewhat. It is therefore possible to categorise didactics and pedagogy as a general analytic theory on three levels: a theoretical or research level (denoting a field of study) a practical level (summaries of curricular activities) a discursive level (implying a frame of reference for professional dialogs) Nature of didactics and difference with pedagogy The discipline of didactics is interested in both theoretical knowledge and practical activities related to teaching, learning and their conditions. It is concerned with the content of teaching (the "what"), the method of teaching (the "how") and the historical, cultural and social justifications of curricular choices (the "why"). It focuses on the individual learner, their cognitive characteristics and functioning when they learn a given content and become a knowing subject. The perspective of educational reality in didactics is drawn extensively from cognitive psychology and the theory of teaching, and sometimes from social psychology. Didactics is descriptive and diachronic ("what is" and "what was"), as opposed to pedagogy, the other discipline related to educational theorizing, which is normative or prescriptive and synchronic ("what should or ought to be") in nature. Didactics can be said to provide the descriptive foundation for pedagogy, which is more concerned with educational goal-setting and with the learner’s becoming a social subject and their future role in society. In continental Europe, as opposed to English-speaking research cultures, pedagogy and didactics are distinct areas of study. Didactics is a knowledge-based discipline concerned with the descriptive and rational study of all teaching-related activities before, during and after the teaching of content in the classroom, which includes the "planning, control and regulation of the teaching context" and its objective is to analyze how teaching leads to learning. On the other hand, pedagogy is a practice-oriented discipline concerned with the normative study of the applied aspects of teaching in real teaching contexts, i.e., inside the classroom. Pedagogy draws from didactic research and can be seen as an applied component of didactics. Didactic transposition In France, didactics refers to the science that takes the teaching of disciplined knowledge as its object of study. In other words, didactics is concerned with the teaching of specific disciplines to students. One of the central concepts studied in didactics