Geschichtswissenschaftliche Blogs auf einen Blick
The question in History Didactics isn't always so much as what the students need to know but what a history teacher actually needs to know in order to be able to work successfully.
The post “Whitewater Canoeists” or “Rule Applying Automats”? appeared first on Public History Weekly.
Issue: Educational Content. In Greece we tend to have rather “passionate debates over the national past” than about history education as a whole. Thus, discussion about the methodology of teaching history has developed...
The post The ‘Burden of History’ and Controversial Issues appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/5-2017-12/controversial-issues/
Humanity has been confronted with many problems. In order to solve these issues, peace education can help students to develop skills...
The post Ottoman History and Peace Education appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/5-2017-6/ottoman-history-to-support-peace-education/
Togetherness and differentiation are key concepts in inclusive education. How can they be applied to history teaching, while considering at the same time the specifics of the subjects?
The post A Guarantee for Disciplinary Inclusive Education? appeared first on Public History Weekly.
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.
The post Monuments: Disputed, Transient, increasingly Utopian? appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/4-2016-40/monuments-increasingly-utopian/
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/
Umberto Eco passed away recently, on 19 February, 2016. His contributions to philosophy and semiology, as well as his literary productions, have played a very influential role in our contemporary culture. On this occasion, his ideas about the importance of irony, which had a key role in his famous novel, Il nome della Rosa, are analyzed in relation to current problems in history education. This note intends, also, to be a modest homage to his deep and extensive work on the development of both culture and values.
History education powerfully influences the construction of national identities through so-called myths of origin that are taught and then subsequently appropriated by students, and which play an important role in most educational systems and practices. Therefore, researchers today generally agree that the history curricula from diverse countries are still full of nationalist contents, which do not coincide with historiographical research on nations and their origins.
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In recent years – not least because of the triumphant march of (by now inflationary) competency models – the didactics of history has focused on the deconstruction of historical narratives. Of course, there are several good reasons for this, because historical master narratives are suitable for political exploitation, for example, when creating national identity. Nevertheless, history teaching needs historytelling.
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Nevertheless, historical narratives should not be ignored in history lessons because they enable individuals to structure the complexity of the world. By this I mean the processing of new experiences whereby – according to Richard Rorty’s conception of contingency – individuals create cognitive systems that refer to the past and to the future.
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Quelle: http://public-history-weekly.oldenbourg-verlag.de/4-2016-9/plea-historytelling-classroom/
A new matrix? What is the role of state-based history education in open, democratic societies, in respect to the memories that arise from the collective phenomena of war, oppression, displacement, injustice, trauma, nation building, or, indeed, everyday life? On what grounds do the interventions of school history rest? Why not simply accept “spontaneous” community memory, family myth, commercially produced narratives (e.g., Hollywood cinema) or other state-sponsored memories (e.g., national commemorations) that contribute to people’s understandings of the past?
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In Teaching History in the Digital Age, Mills Kelly recounts a teaching anecdote with millennial students. At the beginning of a history class, an avid student informed Kelly that he had “fixed” the Nuremberg video they watched during the previous session.
Stunned, Kelly decided to show this modified version to the class. It was the same Universal Newsreel but much of the music track had been replaced with new background music: bass notes from the movie Jaws and passages from Mozart’s Requiem. As the student then explained, the new music was much more appropriate to the seriousness of the situation.
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