New challenges have faced higher education due to its expansion from 1990s and onwards. Today educators meet larger and more diverse student groups in combination with demand for cost beneficial teaching. Pedagogy is one way of handle the situation - methods of teaching and resources for learning. We believe it is risky to divert teaching methods from the subject taught. Gert Biesta, professor of Education, points out that since the 1990 the discourse in relation to education have changed towards learning [1]. He takes a critical approach to today's focus on student ́s learning as individuals. This route risk oversimplifying the complexity of teaching and the important relationship between teacher and student is underestimated. Combining Biesta ́s standpoint with the four didactical questions what, how, why and for whom place the meeting between the student, the subject and the teacher at the center. In line with Biesta [1] we argue that that the aim of education need to be articulated and orchestrate. The aim of education has three aspects; qualification, socialization and subjectification [1]. When the meeting take place, both teacher and student are qualified in the subject matter. The student is at the same time socialized to the norms, and practices of the academic community. We argue that “diversity” is a necessary precondition for an educational meeting and for the discipline to evolve. To the question raised: How can SoTL in form the changing roles and expectations of students and teachers in higher education? Our answer is: Focus on the aims of education in combination with didactic questions. We illustrate our standpoint in the Didactic Triangle: "teacher - student - content" combined with Biesta ́s framework "qualification - socialization - subjectification". In our presentation we will illuminated our argument with examples from our teaching. [1] G. Biesta “Good education in an age of measurement: ethics, politics, democracy.” Boulder,Colo.: Paradigm Publishers, 2010