Archive - page 4
Wertneutralität? Die Verdrängung der Gretchenfrage
For Western historiography and with it the descriptive parts of history textbooks have to be sine ira et studio nowadays. Value neutrality is a necessary prerequisite for history as a science.
Die Narrative der Europäischen Union | Narracje Unii Europejskiej
The attractiveness of the European Union gave, partially, birth to a number of narratives about the nature of the EU, which became pronounced in the 1990s and flourished in the heyday of the EU enlargements.
Warum wir alle Public Historians werden sollen | Pourquoi Nous Devrions Tous Devenir des Historiens Publiques
We are at a crossroads for the spread of public history and we need to consider the possibility that we could all become public historians.
Auf der Suche nach narrativer Triftigkeit
How shall we articulate a concept of plausibility of historical narratives as a way to assess their adequacy? Jörn Rüsen offers a starting point with his definition of 'Triftigkeit'.
Denkmal: Umstritten, vergänglich, zunehmend utopisch?
The ensuing issue of modern forms of monuments that are appropriate for the 21st century has seldom been addressed in history teaching. That must be questioned.
Der Untergang?! Ist der Geschichtsunterricht noch zu retten?
"When historical dates are meaningless in history lessons" – this is the headline of a polemic article "Die Welt" has recently published to argue against the new history curriculum in Saxony-Anhalt.
Objektivität, Wahrheit und Geschichtslernen
"Dear teacher, now just tell us how it really happened!" This question that students may ask makes us hesitate. How should we, teachers and historians, deal with objectivity, reality and truth?
Pedagogías del Sur: Forschung überdenken | Pedagogías del Sur: Repensar la investigación
Pedagogías del Sur: The discussion topics in the field of research in teaching history are the hierarchic historiography-teaching relation; the definition of the epistemology of historical...