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This article provides an overview of the gradual development, in the span of two decades (1985-2005), of a theorisation which has come to be known as the Anthropological Theory of the Didactic (ATD). It stresses important stages in the dismissing – based on both fact and theory – of some widespread views of teaching and learning, and the establishing of new attitudes towards ‘the didactic’, seen as an anthropological dimension of social life.