Archive - page 2
Aufrüsten: Public History im universitären Lehrplan
What happens if we flip the model and, rather than just creating new offerings labelled Public History’ we also look for opportunities to bring its critical eye to the ‘mainstream’ curriculum?
Ηθικά και Γνωστικά Διλήμματα στην Ιστορική Εκπαίδευση | Moralische und kognitive Dilemmata der Historischen Bildung
Public historians and history educators both aim at “reaching the world outside the academy”. They face some common dilemmas, part. in Holocaust education. The...
Nationalfeiertage in der Schule?
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?
Die Komplexität von Geschichtslehrplan-Vorgaben
Bishop Colenso, Great Britain, and South Africa. A school history curriculum variously gives learners an introduction to historical themes. It does not, however, convey well the complexity of the past.
Enseigner l’histoire pour former la pensée critique? | Geschichte vermitteln um kritisches Denken auszubilden?
Students do not simply develop an adequate understanding of "critical thinking" "in a natural way", neither if they are taught history or another subject.
Interdisziplinäres Forschen in Geschichtsdidaktik
If we try to focus on the differentiation of empirical research in history didactics, we see that the German-speaking world is currently putting a greater emphasis on interdisciplinary teams like HiTCH.
Wissen2go – Frontalunterricht auf YouTube
On YouTube's Wissen2go channel, a journalist explains history and politics to half a million followers. The Russian Revolution is in high range of popularity. Why are there so many viewers and what does this say about teaching history?
"Polskie obozy" – świadome czy nieświadome fałszowanie historii? | Unglückliche Wortwahl - oder steckt mehr dahinter?
In the textbook "Geschichte und Geschehen" the term "mass deportations to Polish camps" is erroneously used in the chapter about the Holocaust. The knowledge of the textbook’s authors, editors and teachers has thus been called into question.