Geschichtswissenschaftliche Blogs auf einen Blick
Textbooks reflect the discourse on historical topics. A misunderstanding sometimes leads to undifferentiated textbook bashing.
The post History Textbooks as a Battlefield appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/9-2021-2/holocaust-textbooks/
“Game of Thrones” spielt irgendwie im Mittelalter. Die Handlung, die Personen und Orte sind fiktiv. Auf der Europa ähnlichen Insel Westeros, dem Hauptschauplatz der Handlungen, kämpfen nach dem Tod von König Robert Baratheon mehrere adlige Häuser um dessen Eisernen Thron. Dieser Krieg wird äußerst blutig ausgetragen, die einzelnen Staffelteile sparen nicht mit visuellen Inszenierungen extremer Gewalt und menschenverachtender Niederträchtigkeit. Das trägt zur Popularität der Serie bei, von der inzwischen sechs Staffeln vorliegen.
Ein wichtiger Aspekt für den Erfolg der Serie liegt darin, dass die komplexe und spannende Spielhandlung mit unseren in vielen Jahren eingeübten Seherwartungen bricht.
[...]
Quelle: http://public-history-weekly.oldenbourg-verlag.de/4-2016-23/game-of-thrones-and-leviathan/
Currently, throughout Europe, various forms of nationalism are sprouting, as if decades of peaceful European cooperation had never existed. History education is looking on helplessly. Instead of providing students with the ability to orient to a future that is historically undefined, which is neither good nor bad, educational ministries are succumbing either to national hullaballoo (the UK and the Netherlands) or to curricular cluelessness (Switzerland, Germany). The future is not regarded as an opportunity for the present but, instead, almost exclusively as a threat. In other words: since the reorganization of Europe into a community of states in 1989, history education has lost its future. The past is used instrumentally for the present or is regarded only for its own sake.
Quelle: http://public-history-weekly.oldenbourg-verlag.de/4-2016-5/back-to-nationalism/
The North Rhine-Westphalia (NRW) education portal grandiosely states: “Bilingual teaching is a formula for success. The DESI (Deutsch-Englisch Schülerleistungen International) study commissioned by the Conference of German Education Ministers, projects at different schools, and further comparative studies have shown that bilingual teaching is a particularly effective way teaching language competences, intercultural competences, and subject-matter competences at one and the same time.”
The North Rhine-Westphalia (NRW) education portal grandiosely states: “Bilingual teaching is a formula for success. The DESI (Deutsch-Englisch Schülerleistungen International) study commissioned by the Conference of German Education Ministers, projects at different schools, and further comparative studies have shown that bilingual teaching is a particularly effective way of teaching language competences, intercultural competences, and subject-matter competences at one and the same time.”[1] It cannot be denied that bilingual education (or CLIL, Content and Language Integrated Learning) is a “formula for success” – especially at high schools. This so-called “success”, however, comes at a high price and can be described as a Danaan gift because the only subjects benefitting from bilingual programmes are languages.