In the discourse of educational science, the constitutive significance of the connection between General Didactics, subject-specific didactics, and academic disciplines is as undisputed as that between didactics and (school) pedagogy. Gerhard Friedrich's merit lies in having comprehensively addressed a previous desideratum by systematically analyzing the relationships between General Didactics and the findings of neuroscience and neurobiology, and assessing their benefits for the further development of General Didactics in theory and practice. The term "neurodidactics," introduced by him, is intended to be understood solely as a functional auxiliary term to describe the relationships between the neurobiological conditions of humans and their learning abilities. The key idea is that every form of learning is always accompanied by structural changes at the material level. The habilitation thesis provides an indispensable orientation aid, especially for those who work scientifically in the interdisciplinary field between neurobiology and didactics. Certainly, it is also valuable for those who are professionally engaged with General Didactics.