In its examination of the place of didactics in Scandinavian curricula, this paper discusses didactics as theory and prescription, at different levels of abstraction, and as scientific discipline. It focuses on the process of curriculum planning and selection in two areas: (1) preparing curriculum programs for teaching and learning nationally and locally, and (2) as an integral part of the individual teacher's planning. After presenting a brief historical background, the paper describes the scope and general development of the inherent meaning of the term "didactics." It presents three models of didactical analysis (Danish, German, and Norwegian), all of which represent the general Scandinavian view. After discussing didactical analysis at different societal levels, the paper examines didactical analysis as curricular meta-analysis which links didactical analysis to the professional development of teachers and the teaching-learning milieu as well as to the role of teachers in building theories of didactics. (SM)