Personal Details: Fink, Nadine
maître Auteur | Stammautorin | Core Author
(since 2016)
Nadine Fink, Dr. phil. (*1971), Professeure formatrice à la Haute école pédagogique Vaud, Lausanne (didactique de l’histoire et éducation à la citoyenneté) ; co-directrice éditoriale de "Didactica Historica". Revue suisse pour l’enseignement de l’histoire ; membre de la direction de l’Association Internationale de Recherche en Didactique de l’Histoire et des Sciences Sociales (AIRDHSS). Ses travaux de recherches portent principalement sur les pratiques d’enseignement et d’apprentissage de l’histoire et sur les relations entre mémoire, histoire et identité.
Nadine Fink, Dr. phil. (*1971), ist Professorin für Geschichtsdidaktik und Politische Bildung an der Pädagogischen Hochschule Lausanne und Mitherausgeberin von "Didactica Historica", der Schweizerischen Zeitschrift für Geschichtsunterricht. Sie ist Mitglied des Vorstands des Internationalen Forschungsverbandes für Geschichts- und Sozialwissenschaftsdidaktik (IRAHSSE). Ihre Forschungsschwerpunkte liegen im Bereich der Lehr-Lern-Praktiken im Geschichtsunterricht und des Verhältnisses von Gedächtnis, Geschichte und Identität.
Nadine Fink, PhD (*1971), professor and research fellow at University of Teacher Education Lausanne (History and Citizenship Education); Co-editor of "Didactica Historica". Swiss Journal for History Teaching ; Member of the board of the International Research Association for History and Social Sciences Education (IRAHSSE). Main focus of research: teaching and learning practices in history, relations between memory, history, and identity.
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Witnesses of Civic Engagement
Témoins de l’engagement citoyen | Zeug*innen zivilen Engagements
Witnesses of Civic Engagement
Public history strives to question history in the making and to cast additional light on the present. What can we learn from those who break the law to help...
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Public History to Oblivion: Archimob
L’histoire publique aux oubliettes: Archimob | Von der Public History zum Vergessen: Archimob
Public History to Oblivion: Archimob
A 1998 controversy about World War 2 led Switzerland to the creation of a unique oral history project called Archimob. Founded before widespread digitalization, the question is: What is left of it?
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The Force of Fiction
La force de la fiction | Die Kraft der Fiktion
The Force of Fiction
...to understand the past differently: These are some of the forces of fiction. It also reminds us that reality never speaks for itself; the narrative choices and the language used are not neutral.
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Teaching History in Order to Develop Critical Thinking?
Enseigner l’histoire pour former la pensée critique? | Geschichte vermitteln um kritisches Denken auszubilden?
Teaching History in Order to Develop Critical Thinking?
Students do not simply develop an adequate understanding of "critical thinking" "in a natural way", neither if they are taught history or another subject.
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Competition: The Power of Contemporary Witnesses
Compétition – Le pouvoir des témoins | Konkurrenz – Die Macht der ZeitzeugInnen
Competition: The Power of Contemporary Witnesses
In public debates the input of historians seems to play a subordinate role. Instead, the contemporary witnesses are more important, because they are those who can talk about "what it was really like".