The páper focuses on the subjective process-ing of content from a field didactic perspec-tive and on the inter-subject mediation of meaning in education. Foliowing the model of educational reconstruction, it discusses the centrál categories ušed in representation of the relationship between inter-subjectivity and the subject: notion, expression, meaning. On this theoretical basis and using the semantic distinction between extension and intension/ intention, the text illuminates two didactic principles: a) the principle of making content accessible, and b) the verifying principle. These two principles are related to two epis-temological perspectives: the psycho-didactic perspective - which is directed to the pupils subjectivity - and the onto-didactic perspective - which is directed to the inter-subjective meanings within the field. The authors go on to explain that teachers in practice work with an „amalgam“ of these two perspectives for which the term „knowledge encapsulation“ is ušed in the páper. Towards the end of the páper, the authors call for a close functional intertwining of field didactics and field com-ponents in teacher education through the model of reflective practice.