Vztah obor – vyučovací předmět jako metodologický problém

In respect of the current curricular reform there is a need for paying more attention not only to school education contents, but also to the conception and conceptualisation of each of the school subjects. The authors reflect on the nature of the relation between the field of study and the school subject, and, in more general methodological contexts, they comment on the problem of the selection and structurisation of educational content, of the structure of scientifi c/art discipline, its competences, and others. The second part of the paper deals with the role which subject didactics might play in solving these problems. Here the authors refer to Shulman’s concept of pedagogical content knowledge. The paper concludes with the belief that the concept of pedagogical content knowledge helps make subject didactics a legitimate scientific discipline, as it opens a path to a more thorough research of the transformation processes that are taking place on the boundary “field of study – school subject”.