Archive - page 29

  • Digital Public History Narratives with Photographs

    Narrative der digitalen Public History mit Fotografien | Ecrire une histoire publique numérique avec des photographies

    Social Media facilitate various forms of web communication between individuals and communities. They can bring users together to discuss common issues and to share traces of the past. Local communities’ engagement with the past ...

    Digital Public History Narratives with Photographs
  • Breaking away from Passive History in the Digital Age

    Schluss mit der “passiven Geschichte” im digitalen Zeitalter

    In Teaching History in the Digital Age, Mills Kelly recounts a teaching anecdote with millennial students. At the beginning of a history class, an avid student informed Kelly that he had "fixed" the Nuremberg video they watched during the previous session. Stunned, Kelly decided ...

    Breaking away from Passive History in the Digital Age
  • The Colosseum! What else left over from history education?

    Das Kolosseum! Was bleibt noch übrig von der historischen Bildung? | Колизей! Что осталось от исторического образования?

    The reform of history education in Russia aimed at promoting the growth of interest in history, the formation of critical thinking, and the emergence of solid knowledge about the country’s history and world history. Much has already been achieved. Nevertheless, one cannot ...

    The Colosseum! What else left over from history education?
  • The Ethics of History – Just Nice To Have?

    Geschichtsethik – lediglich nettes Beiwerk?

    Explicit discussions of ethical issues were previously virtually unknown in the historical sciences of German language. Ethical problem areas are usually only broached implicitly, as elements of (academic) controversy. But in doing so, fundamental complex ...

    The Ethics of History – Just Nice To Have?
  • About Competences, or – instead – how about Education?

    Über Kompetenzen – oder doch eher: Wie wär’s mit Bildung?

    It seems to be a platitude: knowledge should not remain unexploited but, instead, be used for effective problem-solving in realistic situations. The discussions of the last few years about education and the development of competency models were characterized by this idea that – at first glance – appears reasonable.

    About Competences, or – instead – how about Education?
  • Historical Burdens of Turkish Universities

    Die historische Erblast türkischer Universitäten | Türkiye’de Üniversitenin Tarihsel Sorunlarla Yüzleşmesi

    During the long period of Ottoman rule, institutions of tertiary education were considered to be the same as Islamic Schools. However, during the phase of modernisation, these institutions did not fulfil any functions. Institutions of tertiary education comparable to those in Europe were first established ...

    Historical Burdens of Turkish Universities
  • Social Identity Through Public History

    Soziale Identität durch 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 [...]

    Social Identity Through Public History
  • Theory of History Knowledge: Poor.

    Geschichtstheoretische Kenntnisse: Mangelhaft.

    Numerous texts on the didactics of history are permeated with stylish jargon that has nothing to do with the established terminology of the theory of history. This is just not simply a matter of buzzwords – this jargon represents, instead, obscuring terminology and the vocabulary of idlers.

    Theory of History Knowledge: Poor.

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