Geschichtswissenschaftliche Blogs auf einen Blick
There is a debate about the relationship between history didactics, public history, and historical culture. Historical culture is a learning environment for history didactics. It shows many different ways in which the past is recreated in the present.
The post The Public Lure of History Education appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/6-2018-10/the-public-lure-of-history-education/
When the historical sciences and history didactics rejected their claim to objectivity, this gave rise to new dynamics and differences. But what about the multiplicity of perspectives?
The post The Limits of Multiperspectivity – Relativism and Leitkultur appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/5-2017-33/limits-of-multiperspectivity/
If we try to focus on the differentiation of empirical research in history didactics, we see that the German-speaking world is currently putting a greater emphasis on interdisciplinary teams like HiTCH.
The post Interdisciplinary Research in History Education appeared first on Public History Weekly.
Public history and history didactics are two subfields of history that focus on reaching the world outside the academy. A conversation...
The post Public History and History Didactics – A Conversation appeared first on Public History Weekly.
Leaps, travels, concepts, histories, and layers of time - the so-called Temporal Turn reminds us, at least, of the non-naturality of our everyday time practices. Which consequences result from that for history teaching and our research questions?
The post The Didactics of the History of Time appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/5-2017-2/the-didactics-of-the-layers-of-time/
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...
The post Pedagogías del Sur: Rethinking Research appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/4-2016-38/pedagogias-del-sur/
Der Streit um die Bedeutung von Fachkenntnissen für das historische Lernen im Vergleich zu den Methoden, Denkprinzipien oder Zielen ist alt. Aber Geschichte kann nicht ohne Gegenstände erzählt werden. Und eine Geschichtsdidaktik, für die Inhalte und damit Verbindlichkeiten zweitrangig werden, ist schlecht beraten.[1]
Erkundigt man sich bei deutschen SeminarleiterInnen der sog. Zweiten Ausbildungsphase im Fach Geschichte danach, was sie als die Vor- und Nachteile des universitären Lehramtsstudiums ansehen, erhält man, ziemlich unabhängig vom jeweiligen Bundesland, für gewöhnlich die Antwort: Im Hinblick auf die fachdidaktischen Voraussetzungen – Stichworte Kompetenzorientierung, historisches Denken, Multiperspektivität – kämen die frisch Examinierten mit ausbaufähigen Grundlagen. Auch die Berufswissenschaften hinterließen belastbare Fundamente: Von heterogenen Klassen, den Anforderungen der Inklusion, pädagogischen Relevanzsetzungen, Fördern und Fordern immerhin hätten alle gehört. An einem aber mangele es den Jüngeren eklatant – dem Fachwissen.
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Quelle: http://public-history-weekly.oldenbourg-verlag.de/4-2016-25/about-historical-knowledge/
Poor Québec history program! It is going through another round of ministerial revisions. This time, the competency-based approach of the current course of study was deemed “too radical.” In a recent report to the Minister of Education entitled “The meaning of history,” Jacques Beauchemin and Nadia Fahmy-Eid recommended to “reconcile the history program with its national framework” by reinstating the “narrative structure” into the organization of the program.
The actual course of study, the authors claimed, lacks coherence and chronology and hinders the development of a “sense of shared memory.”[1] The response of the educational community came fast and furious.
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Our daily life as researchers is defined by research publications, literature reviews, reports about experiences and discussions, and proposals. That’s self-evident. Right? What is their role for us, in fact? How much do we still read, in order to write? Only very few of us manage to keep a complete survey of current publications, at the very least. Does the bibliographic informed and systematic reading, inevitably, overtax the academic individual today?
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.
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However, a closer look reveals that there are some risks: education is increasingly functionalized, and also exploited, in order to discipline and to manipulate. Social sciences and humanities, including history and civic education, are threatening to become a training camp for superficiality and simple explanations. As a consequence, rhetorical skills and the techniques of representation could be perfected without in-depth knowledge.
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