Personal Details: Gautschi, Peter
Core Author | Stammautor
Peter Gautschi, Dr. phil. (*1959), Professor für Geschichtsdidaktik, Leiter des Zentrums Geschichtsdidaktik und Erinnerungskulturen der PH Luzern. Unterricht auf allen Volksschulstufen. Seit 1989 in der Lehrerbildung, u.a. als Leiter Ausbildung der PH Aargau. Mitarbeit in Kommissionen, u.a. seit 2006 im Wissenschaftlichen Ausschuss des Georg Eckert-Instituts in Braunschweig. Mitherausgeber von geschichtsdidaktischen Reihen im Wochenschau Verlag. Regelmässig Publikationen, verschiedene Auszeichnungen.
Peter Gautschi, PhD (*1959), Professor for Teaching and Learning History at the University of Teacher Education Lucerne; Honorary Professor at the University of Teacher Education Freiburg / Germany; Head of the Centre for Teaching and Learning History and Remembering the Past. Main Focus of Research: Teaching and Learning History in Classes; History Text Books and Media; Teaching the 20th Century. Peter Gautschi also was Vice Rector at the University of Teacher Education Nord-Western Switzerland.
http://www.phlu.ch/ph%E2%80%90luzern/kontakt/dozierende/peter%E2%80%90gautschi/What Influences Public History the Most
Was Public History am meisten beeinflusst
What Influences Public History the Most
It is the history-related beliefs of teachers that make the difference. The communication of history in public as well is less influenced by scientific findings than by the beliefs of the people involved.
Gamification as a Miracle Cure for Public History?
Gamification als Zaubermittel für Geschichtsvermittlung?
Gamification as a Miracle Cure for Public History?
Gamification is on everyone’s lips and it's industry is booming. It is changing the teaching of history in schools and in public. Are there any limits to gamification when teaching history?
Stamps Influence and Mirror Public History
Briefmarken beeinflussen und spiegeln Public History
Stamps Influence and Mirror Public History
History is everywhere – but it is not always easy to perceive it. A sharpened view is needed as the example of the "stamp" illustrates. Stamps are in fact an ideal window into history.
National Day at School?
Nationalfeiertage in der Schule?
National Day at School?
Are national days good examples of the wide-ranging influence of public history when it comes to building historical beliefs among the majority of the population?
How Should The History of One’s Own Country Be Taught?
Wie soll die Geschichte des eigenen Landes vermittelt werden?
How Should The History of One’s Own Country Be Taught?
We can observe great differences in how teachers deal with the history of their own country ("Heimatkunde") in the classroom. Some of them...
“Reenactment” – Dangerous Fun?
“Reenactement” – Gefährlicher Spaß?
“Reenactment” – Dangerous Fun?
Reenactment – namely the restaging of historical events in the most authentic way possible – fascinates people! Organizers regularly announce record-breaking numbers of visitors.
A Museum for Every School!
In jedes Schulhaus ein Museum!
A Museum for Every School!
Whoever visits schools in Asia, soon knows the traditional procedure: First of all, there is the welcome reception at the large office of the director, and before attending any lessons in the classroom, a visit of the school museum takes place.
Social Identity Through Public History
Soziale Identität durch Public History
Social Identity Through Public History
Public History promotes social identity. This is at the same time an opportunity, a danger and a challenge. In particular actors of Public History are required to take into consideration the needs for identification [...]