Resources for unit 2

The process of didactic transposition refers to the transformation that knowledge undergoes before it becomes teachable and learnable in the classroom.

• The process begins with scholarly knowledge (savoir savant), which is the knowledge created by researchers, scientists, historians, mathematicians, and other specialists. This knowledge is usually complex, detailed, and intended for experts, so it is not directly suitable for learners in schools.
• The next stage is knowledge to be taught (savoir à enseigner). At this level, the knowledge is selected, simplified, and organized by curriculum developers, education authorities, and textbook writers. They decide what content is important for learners, what should be removed, and how the content should be structured according to the level of education. This stage corresponds to external didactic transposition, because the transformation happens outside the classroom.
• The final stage is taught knowledge (savoir enseigné), which is the knowledge actually presented to learners by the teacher in the classroom. The teacher interprets the curriculum, chooses teaching methods, gives examples, and adapts the lesson to the learners’ abilities and context. This stage corresponds to internal didactic transposition, because the transformation takes place during teaching and learning activities.

Therefore, the process of didactic transposition can be summarized as a progression from scholarly knowledge → knowledge to be taught → taught knowledge, showing how academic knowledge is gradually adapted until it becomes understandable and meaningful for learners.

In summary, didactic transposition is the process through which scholarly knowledge is transformed into teachable and learnable knowledge, first by curriculum designers (external transposition) and then by the teacher in the classroom (internal transposition).