With the increasing interdependence and harmonization of educational systems and achievement expectations, the necessity to cooperate across national borders and differences is becoming more evident. A serious problem that has not received sufficient attention arises from different concepts of the planning and implementation of teaching. Two basic models predominate internationally: the Anglo-Saxon tradition of "curriculum" and the Continental European tradition of "Didaktik. Didaktik and/or Curriculum" presents core issues of "an international dialogue" aiming at a comparative analysis of both traditions as an indispensable precondition for mutual understanding and successful cooperation.