Featured

Historians and Politics. Quarrel Over a Current Resolution

Historiker*innen und Politik. Streit um eine aktuelle VHD-Resolution

The World of Yesterday is not the World of Today

Die Welt von gestern ist nicht die von heute

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

  • On Listening II: The Inter-Academic

    Über das Zuhören II – Zwischenakademisches

    What does a text about listening have to do with academia? As humanities scholars, are we not “brought up” to listen, to read carefully, to weigh up everything in a nuanced way...

    On Listening II: The Inter-Academic
  • On Listening I: The Interpersonal

    Über das Zuhören I – Zwischenmenschliches

    The forest has been a favourite retreat for Germans for centuries. It has also been romantically transfigured by the poets and thinkers of this country. It is usually far away from the hustle...

    On Listening I: The Interpersonal
  • Against Empathy in History?

    Gegen Empathie in der Geschichte?

    Empathy is undoubtedly a good thing, right? Barack Obama certainly thought so. He declared before and during his presidency that America’s federal deficit was less of a problem than its...

    Against Empathy in History?

Pin It on Pinterest