Abstract
Today it is up to the teacher to concretize the general wording of Learning Fields in terms of Learning Situation. It is the aim, based on the primacy of Action Orientation, to convey an Occupational Action Competence, which is based on professional scientific fundamentals. From these scientific fundamentals contents must be selected that are exemplary for the fundamentals. But on what criteria the exemplary selection should be oriented? How can the required entanglement of action systematic and fold systematic teaching and learning be realized? The following article assumes that a glimpse into the past disputes about the exemplary teaching and learning provides suggestions for the current discussions on the implementation of the learningfield-based frame-curricula. In particular, in the combination of considerations of Wolfgang Klafki to the problem of the Elementary and those of the Cultural-historical School, from which the concept of ascension from the abstract to the concrete was developed, a potential is seen, how exemplary contents can be selected and how exemplary teaching and learning can also theoretically be promoted.
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