Before encountering formal history education in school, pupils begin to develop their own ideas and preconceptions of history. Many of these are shaped by representations of history in pop culture.
How can active involvement in the development of a narrative in a museum stimulate individual historical thinking? To what extent is subject orientation possible for individual visitors?
This article reflects on the conceptualization of history embedded in museum exhibitions and discusses competing ideas of history conveyed…
The modern consensus is that historical learning – in addition to historical content – must take greater account of learners with their individual experiences and knowledge: the so called subject orientation.
It often remains unclear in how far conflicting demands are made when it comes to historical learning. This article argues that it is helpful to describe historical learning as a trilemma.
At first glance, the term “subject orientation” seems to be nothing more than an exaggerated paraphrase of the didactic principle of “addressee orientation”.