Archive - page 35
Berlin ist erleuchtet – Zurückblicken im Jahr 25
A quarter of a century after the fall of the Berlin Wall, this historic event was commemorated by a celebration, held in Berlin last month and greeted with great acclaim by the general public and the media alike: the “Border of Lights.” ...
“Die Wiedervereinigung ist ein Hit” – in Südkorea!
It was South Korea’s president Park Geun-hye who coined this phrase. On being awarded an honorary doctorate of the Technical University of Dresden Ms. Park delivered a speech outlining her vision ...
Leiden am kollektiven Kult ums Kognitive
Why is it that of all the mental diseases on record we are so preoccupied with those occurring at the beginning and at the end of life? The Attention Deficit Hyperactivity Disorder (ADHD) and dementia have both attracted the attention of the medical ...
Regen Lehrpläne historisches Denken an?
In recent years, German-speaking history didactics has once again focused on curricula and syllabuses. The Swiss "Lehrplan 21" project has demonstrated how controversial curricular issues remain to this day.
24 September is annually “Heritage Day” in South Africa. A Cape Town cartoonist conveyed greetings for the day in a cartoon he entitled “When the rainbow nation becomes the boerewors Nation.” It very effectively ...
Die Geschichtswissenschaft “turned” – auch in der Schule?
In the science of history, one turn is followed by another: from the rather old linguistic turn to the postcolonial or global turn, the visual or iconic turn to the spatial, acoustic and material turn. But how do history lessons respond? ...
Jugend, Widerstand und der öffentliche Umgang mit Geschichte in Mexiko | Jóvenes, resistencia y usos públicos de la historia en México
Conventional wisdom on the teaching of history in Mexico holds that the problem of learning is that today’s young people only think about the present and they are incapable of assessing the past and the future...
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, ...