Abstract One of the ideas of the GeoCapabilities project(s) is to open up an international debate on the purposes and values of geography education. In line with this, the aim of this article is to examine some central perspectives used in GeoCapabilities, such as curriculum thinking, the teacher as ‘curriculum maker’ and the perspective of powerful knowledge, and explore them in relation to the continental and Nordic traditions of Didaktik and subject matter didactics. This is especially done through a reading of the German educationalist Klafki and his theory of categorial Bildung and an application of his framework of Didaktical analysis. This highlights how the perspectives of powerful knowledge and capabilities in GeoCapabilities mirror the perspectives on material and formal Bildung by Klafki. Drawing on his idea of educational potential and exemplary relevance, an example of knowledge-led curriculum thinking in geography is presented using a case based on the time-geographical perspective for a brief Didaktical analysis. Such exemplary cases can function as subject didactical models for curriculum thinking. The article concludes with some remarks on the knowledge turn and indicates some future challenges for geography education.

中文翻译：

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GeoCapabilities、Didaktical 分析和课程思维——促进 Didaktik 和课程之间的对话

摘要 GeoCapabilities 项目的一个想法是开启一场关于地理教育目的和价值的国际辩论。与此相一致，本文的目的是检验 GeoCapabilities 中使用的一些核心观点，例如课程思维、教师作为“课程制定者”和强大知识的观点，并探索它们与大陆和北欧传统的关系Didaktik 和主题教学法。这尤其是通过阅读德国教育家 Klafki 和他的分类教育理论以及他的教学分析框架的应用来完成的。这突出了 GeoCapabilities 中强大知识和能力的观点如何反映 Klafki 对物质和形式 Bildung 的观点。借鉴他的教育潜力和模范相关性的思想，以基于时间-地理视角的案例进行简要的教学分析，介绍了一个以知识为导向的地理课程思维示例。这些示例性案例可以作为课程思维的学科教学模型。文章最后对知识转向进行了一些评论，并指出了地理教育未来的一些挑战。