The modern consensus is that historical learning – in addition to historical content – must take greater account of learners with their individual experiences and knowledge.
This article reflects on the conceptualization of history embedded in museum exhibitions and discusses competing ideas of history conveyed by museums.
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Many of the concepts and tools of Public History seem like they could be easily applied to other subjects. For instance, one could talk about “Judaism-related identity discourses”.
Historians as experts are challenged today. In 2015, Jo Guldi and David Armitage deplored this state of affairs in a Manifesto widely commented on worldwide and translated into Italian.