Abstract A debate concerning didactics as a concept and research field has been conducted in Sweden during the 1980s. This article presents central points of view from this debate, and discusses them on the basis of a Norwegian understanding of didactics. From this perspective the author holds that the Swedish discussion of didactics may appear somewhat near‐sighted. The conclusion drawn is that the primary task of didactics must be the establishment of a basis for the attainment of more knowledge about, better understanding of, and deeper insight into education. Such a task is scarcely best solved through a fight over the right understanding of didactics. A better strategy would comprise efforts at fruitful dialogue and focus on research aimed at illuminating all aspects of education and its influencing factors.