This paper explores the relationship between H. C. Orsted's research and teaching programme in order to uncover the way he attempted to sustain a dynamical approach to science through his lectures and textbooks. The main focus is the relation between Orsted's didactics as presented in his textbooks and other documents, his pedagogic activity, and his theoretical ideas in natural philosophy. The paper further provides evidence of how Orsted's students appropriated his dynamical system, epistemology, and pedagogy.