Abstract
Didactics describes the teaching-learning process which can be conceptualised as a system comprising three subsystems: the teacher, the student and the knowledge at stake, definable as the power of acting. Within this framework, joint action is understood as a unit of the joint attention of teacher and students, joint affordance, and common ground. An analysis of the grammar of didactic action identifies the specific cooperation of the teacher and students. Under this condition, a didactic contract identifies a system of (largely implicit) expectations, and the didactic milieu identifies the structure of the problem at stake, which can be viewed as antagonistic elements producing resistance to the students’ action, particularly in some designed cases.
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