Personal Details: Thünemann, Holger

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Holger Thünemann, Dr. phil. (*1975), ist Inhaber des Lehrstuhls für Didaktik der Geschichte unter besonderer Berücksichtigung der Geschichtskultur an der Universität Münster. 2012-2013 war er Professor für Geschichte und ihre Didaktik an der PH Freiburg, anschließend bis 2021 Professor für Didaktik der Geschichte an der Universität zu Köln. Seine Forschungsschwerpunkte liegen im Bereich der Geschichtskultur sowie der geschichtsdidaktischen Lehr-Lern- und Schulbuchforschung.

Holger Thünemann, PhD (*1975), holds the chair for Didactics of History with special regard to Historical Culture at the University of Münster. From 2012-2013 he was Professor of History and its Didactics at the PH Freiburg, then Professor of History Didactics at the University of Cologne until 2021. His research focuses on the culture of history as well as didactics of history teaching-learning and textbook research.

http://histinst.phil-fak.uni-koeln.de/732.html

• Historia Magistra Vitae? The Banality of Easy Answers

  Historia magistra vitae? Die Banalität des Kurzschlusses

  By Thünemann, Holger on February 04, 2016 • ( 2 )

  

  The Frankfurter Allgemeine Zeitung (FAZ) caused a debate. Alexander Demandt’s hypothesis: the fall of the Roman Empire provides immediate historical lessons for today’s migrant crisis which must no longer be ignored.

  Historia Magistra Vitae? The Banality of Easy Answers

• Do curricula inspire historical thinking?

  Regen Lehrpläne historisches Denken an?

  By Thünemann, Holger on November 20, 2014 • ( 4 )

  

  In recent years, German-speaking history didactics has once again focused on curricula and syllabuses. The Swiss "Lehrplan 21" project has demonstrated how controversial curricular issues remain to this day.

  Do curricula inspire historical thinking?

• Historical Thinking. Diagnose Learning Processes Instead of Assessing Performance

  Historisches Denken. Lernprozessdiagnose statt Leistungsmessung

  By Thünemann, Holger on May 22, 2014 • ( 3 )

  

  “If you wish to improve teaching and learning, you have to attend to teaching and learning.” With this statement, Bruce A. VanSledright suggests to leave the current fixation on large-scale assessment of historical thinking behind and to turn research attention to the description and diagnosis of individual learning processes.

  Historical Thinking. Diagnose Learning Processes Instead of Assessing Performance

• Farewell to Historical Consciousness?

  Abschied vom Geschichtsbewusstsein?

  By Thünemann, Holger on February 06, 2014 • ( 4 )

  

  Apparently, there is a renewed interested in theoretical matters and the concept of Historical Consciousness among history education researchers in Germany. This is not only indicated by the foundation of a new research group within the Konferenz für Geschichtsdidaktik, but also by...

  Farewell to Historical Consciousness?

• Mehr Denkmäler – weniger Gedenken?

  By Thünemann, Holger on October 24, 2013 • ( 4 )

  

  Abstract: Vor 25 Jahren entstand die Idee, in Berlin ein Holocaust-Denkmal zu errichten. Weil dieses Denkmal ausschließlich den ermordeten Juden gewidmet wurde, erlebt die deutsche hauptstädtische Geschichtskultur seit einiger... Read More ›

  Mehr Denkmäler – weniger Gedenken?