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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 ...
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 ...
“Public History” – Aufhebung einer deutschsprachigen Debatte?
The English term "Public History" is, as is so common for borrowed foreign words, discursively relaxing; an argumentative deus ex machina. It appears as an ideal compromise in a long ...
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...
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.
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 ›
Geschichtslehrbücher – für wen und warum?
In Austria, history classes provide competences, concepts, and topics, which should be persistently implemented in history textbooks in accordance with Ministry of Education. Historical thinking...
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...
“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.
“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.
Das digitale Archiv als innerschulischer Lernort
Digitisation projects in the humanities have democratised access to sources in recent years. Museums, libraries and archives place their holdings of texts, films and images on the scanner...
Digitale Vergangenheit: “Geschichtsbegehren” neu betrachtet
A few weeks ago, an interesting debate about digital games involving historical subjects took place during the “History Talk in the Super 7000.” According to historian Angela Schwarz, the average German gamer is 40 years old and almost half of all ...