Abstract
In many countries the central subject is about the taught knowledge, a question that didactics aims to bring as its contribution. This text presents interest for that discipline through three points: a) the emergence of a didactic view in France for forty years, its causes and the way didactics became distant from pedagogy; b) the didactic reflection evolution which created concepts, until its current situation that is kind of amorphous; c) didactics today, facing three questions in the heart of schools: the subject of meaning, the puzzle of relating knowledge and the place of Culture.
Keywords:
taught knowledge; didactics in France; Culture