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...
Historiker*innen und Politik. Streit um eine aktuelle VHD-Resolution
A "VHD-Resolution" adopted by the Association of German Historians General Assembly “on current threats to democracy” attracted attention.
Déboulonner le “passé”: les sites officiels de la mémoire | “Vergangenheit” entfernen: Debatten über staatliche Erinnerungsorte
How should governments respond to demands for removing historic monuments and renaming sites of memory? What role could historical...
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.
In Berlin und Brandenburg sollen die Rahmenlehrpläne “modernisiert” und “entschlackt” werden, das Resultat ist eine Abschaffung des Fachs Geschichte in den Klassen 5 und 6 und eine oktroyierte Methodenmonomanie im... Read More ›
Rassismus – ein kulturwissenschaftliches Totschlagargument?
In the culture of politics and history, racism is a thoroughly over-used term. It belongs neither to political nor to cultural-scientific lines of thought, and its meaning has been poorly defined.
Do kogo należy narracja muzealna czyli o pracy przewodników? | Wem gehört das Museumsnarrativ?
Who owns the museum narrative? The museum and its management, or the public? Is there only one narrative with the management being responsible for its dissemination?
Die Prüfung der Prüfung: Zickzack in Russland | Зигзаги экзаменационной системы в России (ЕГЭ)
The Unified State Examination (ЕГЭ) has become the most significant reform in the teaching of history in schools. The USE has affected the entire society of the Russian Federation. The new system…
Das Ende des Menschen?
Every present age considers itself as transitory. Predefined, traditionally effective means of cultural transmission tend to be appropriated and also often critically reviewed, even rejected. Today, this happens with the anthropological foundations of cultural studies and thus also of historical thinking. This thinking is specifically modern and contemporary insofar as it is anthropologically centred and reasoned.
“Reconquista” – Narrativa historica o concepción xenofóbica? | “Reconquista” – Historisches Narrativ oder xenophobe Sichtweise?
It's important to consider how human beings use historical contents like the "Reconquista": The past has been conceptually re-elaborated to maintain and to jus...
Bir Soğuk Savaş Mekânı Olarak Trabzon NATO Radar Hava Üssü | Stützpunkt Trabzon als Erinnerungsort des Kalten Krieges
The location of the Trabzon NATO radar base is the city's most important place Cold War relict. Today, the radar base could be converted into a site for public history.
Ιστοριογραφία και Διδακτική της Ιστορίας: Παράλληλοι Βίοι; | Parallele Existenzen? Geschichte und ihre Didaktik
History didactics can be distinguished into three different periods in the 20th century. Historical Consciousness as one of its elements has long before been focused on the consumer.
Von A-Z. Historische Stadtlexika crowdsourcen
The process of methodological differentiation of historical research and chronicles of city history has reached the limits of what can be said or shown. In Germany, the historical city lexicon exists as an alternative.