Archive - page 26
Historisches Denken unterrichten: Dilemmata, keine Gegensätze!
Breadth versus depth, content versus skills, inquiry versus memorization, textbooks versus primary sources; history educators in the U.S. hear dichotomies like these all the time. But framing these as dichotomies, ...
Big History: Gibt es ein Leben ohne Meta-Narrative?
There is something attractive about ‘Big History’, David Christian’s approach to teaching the past. If World History is understood as an attempt to know the past beyond national categories, Big History seeks to understand the past at time scales that stretch from the human to the cosmic...
Die Internationalisierung der Public History | L’internationalisation de l’Histoire Publique
Today, public history is a global discipline, which considers the presence of the past—and the construction of history—outside academic settings. The practice of history has always been “public” ...
Zwischen Erinnerung und Geschichtsbewusstsein: Folgerungen für den Unterricht | Entre la mémoire et la conscience historique: quelques implications pour l’éducationBetween Memory Recall and Historical Consciousness: Implications for Education
“Rasse” – eine notwendige Kategorie?
Ever since National Socialism used the term “Rasse” in a biologistic and inhumane manner and forced it into culture, it has no longer been possible for German speakers to use the term in a neutral, or uncharged, fashion.
Stalingrad und die Politik des historischen Gedächtnisses in Russland | Сталинград и политика исторической памяти в России
The past forms a significant part of the collective identity of modern Russians. Just recently Vladimir Putin suggested renaming Volgograd as Stalingrad, the most controversial figure in twentieth-century Russian history.
Nachdenken über Kompetenzorientierung. Neuer Realismus statt ‘alter’ Pragmatik?
Over the last few years, different competency models have prevailed and are now competing against each other. However, competency orientation is not fundamentally questioned, even though it tends - ...
Audiovision(en)! “Fernsehen macht Geschichte“
It is a well-known fact that from the second half of the 20th century mass media have been influencing our perception of past and present. However, what consequences does this manipulative capacity ...