What are the research areas explored by the study of teaching/learning (didactics)? In the study of teaching/learning second languages, can we borrow concepts from other disciplines (mathematics, for instance) such as learning/teaching contract or transposition of knowledge? How relevant is the concept of a teaching/learning triangle? Is the study of teaching/learning a science? If so, to what extent is it legitimate to designate it as a science? What is the nature of the relationships between the study of teaching, learning and curriculum? Is a theoretical study of teaching/learning conceivable? desirable? feasible? These are a few issues addressed by the author, under the form of eleven PRINCIPLES or hypothetical statements, followed, where applicable, by their corollaries or logical consequences.
