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On Listening I: The Interpersonal

Über das Zuhören I – Zwischenmenschliches

Against Empathy in History?

Gegen Empathie in der Geschichte?

Selection

  • Digital Public History: Bringing the Public Back In

    Digital Public History: Einbezug der Öffentlichkeit | Digital Public History: L’importance de la dimension «publique»

    Digital History has reshaped the documentation methods of historians, especially their means of accessing and storing history. However, this seismic shift has occurred without any thorough critical discussion of these digital tools and practices ...

    Digital Public History: Bringing the Public Back In
  • Why Historical Narrative Matters?

    Was macht historische Narrative bedeutsam? | Quelle est l’importance des récits historiques?

    Imagine you are in school and asked to write down, in a page or two, the history of your country, your nation or your homeland (patria) as you know it. While this task may sound trivial, it tells us some important facets of people’s ability to use knowledge of the past ...

    Why Historical Narrative Matters?
  • A History/Memory Matrix for History Education

    Eine Geschichts-/Gedächtnis-Matrix für den Geschichtsunterricht

    On what grounds do the interventions of school history rest? Why not simply accept “spontaneous” community memory, family myth, commercially produced narratives (e.g., Hollywood cinema) or other state-sponsored memories (e.g., national...

    A History/Memory Matrix for History Education
  • Defining History as a School Subject

    Geschichte als Schulfach definieren

    History curriculum documents for schools often contain a statement providing a description or definition of the nature of the subject. Recent developments in South Africa draw attention to the need to provide a justification for the vision and purpose of History as a school subject.

    Defining History as a School Subject
  • Theory of History Knowledge: Poor.

    Geschichtstheoretische Kenntnisse: Mangelhaft.

    Numerous texts on the didactics of history are permeated with stylish jargon that has nothing to do with the established terminology of the theory of history. This is just not simply a matter of buzzwords – this jargon represents, instead, obscuring terminology and the vocabulary of idlers.

    Theory of History Knowledge: Poor.
  • Hitler: Personalisation in historical representation and no end

    Hitler: Personalisierung in der historischen Darstellung und kein Ende

    Who exactly acts in the past and in history? Is it solely the rulers or is Bert Brecht’s literary critique in his poem "Questions from a worker who reads" as necessary today as it was in 1935? It seems that in the classroom a reductive and a balanced  ...

    Hitler: Personalisation in historical representation and no end

Archive

  • The Elements of Primary School History

    Geschichtsunterricht in der Grundschule

    How does one provide an easily accessible description of history for the primary school (primary school history) that non-specialist teachers can understand and adopt? This diagrammatic solution was developed after...

    The Elements of Primary School History
  • “History Types” and Public History

    “Geschichtssorten” und Public History

    History is made. Public history must therefore deal with the product-oriented practices of historiography. A cornerstone of a research-oriented public history could be the introduction of "history types" as an analytical concept.

    “History Types” and Public History
  • “Of Monsters and Men” – Shoah in Digital Games

    “Of Monsters and Men“ – Shoah in digitalen Spielen

    D-Day 1944, charging out of the landing-craft right into the chaotic hell of Omaha Beach. After only a few metres the screen goes dark, I have been shot – and not for the last time. Digital Games.

    “Of Monsters and Men” – Shoah in Digital Games

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