Should history be taught on big scales, or should it focus on the experiences of small groups or even individuals over shorter times?
Questions on the purpose of history and history traditions are far from new, but they reach us as educators with greater force then ever. Defining the purpose of any school subject is a crucial task.
The present is increasing pressure and shrinks historical time. Presentism aims to comprehend the complexity, in which the past cannot be objectively reconstructed, but can only be constructed anew.
Basil Bernstein's two modalities of knowledge as “hierarchical” and “horizontal” are useful to help interpret the nature of historical knowledge in schools and may still have practical relevance.
Germany has started to give back colonial loot to its former owners. But are restitutions a suitable means for dealing with a burdened history?
At first glance, “lifeworld” seems to play an important role in history didactics. But what is lifeworld and is the term itself even relevant today?
Paul Feyerabend’s essay “Against method” (1975) is rarely mentioned when scientists try to contextualise and justify their research projects. Or at least I have never come across...
Empathy is undoubtedly a good thing, right? Barack Obama certainly thought so. He declared before and during his presidency that America’s federal deficit was less of a problem than its...
History is made. Public history must therefore deal with the product-oriented practices of historiography. A cornerstone of a research-oriented public history could be the introduction of "history types" as an analytical concept.
Two months ago the controversial and highly influential historical theorist Hayden White passed away. While his work has principally been debated in historical theory circles, his final work suggests ‘practical’ possibilities for public history