Didactic pedagogy is an instructional method where the teacher takes on a central role as the primary source of knowledge and information, and students play a passive role in receiving and absorbing this information. It is often characterized by lectures, textbooks, and rote memorization. Here's an example of didactic pedagogy today. For example: In a college biology class, the professor stands at the front of the classroom and delivers a detailed lecture on cellular biology. The students take notes and occasionally ask questions for clarification. After the lecture, students are assigned textbook readings and expected to memorize key terms and concepts for an upcoming exam.

On one hand, didactic pedagogy is appropriate. Firstly, didactic pedagogy can be appropriate when introducing students to complex, foundational concepts in a subject. It provides a structured and authoritative source of information that forms the basis for further exploration and discussion. Secondly, in classes with a large number of students, didactic teaching can efficiently convey information to a broad audience. Last bust not least, didactic teaching can be useful for ensuring that essential content is covered, when preparing students for standardized tests that require the memorization of specific facts or formulas.

On the other hand, it can be anachronistic use. In the first place, in fields that require critical thinking, problem-solving, and creative application of knowledge, pure didactic pedagogy can be anachronistic. It does not encourage students to think deeply or apply their knowledge in real-world contexts. In the second place, in today's educational landscape, where active student engagement and participation are emphasized, didactic pedagogy can be seen as outdated. It often leads to passive learning, which is less effective for long-term retention and understanding. Furthermore, students have diverse learning styles and preferences. Relying solely on didactic teaching may not cater to auditory, visual, kinesthetic, or other learning styles, leading to a lack of inclusivity.

In summary, didactic pedagogy can be appropriate for conveying foundational knowledge and in situations where efficient content delivery is required, such as large lectures or test preparation. However, it becomes anachronistic when critical thinking, active engagement, and diverse learning styles need to be accommodated. Modern education often combines didactic approaches with more interactive and student-centered methods to create a well-rounded learning experience.