Die Teilung Deutschlands als Problem des Geschichtsbewusstseins PDF Download

Author: Karl Ernst Jeismann
Publisher:
ISBN:
Category : German reunification question (1949- )
Languages : de
Pages : 204

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Author: Mario Carretero
Publisher: Routledge
ISBN: 0805815643
Category : History
Languages : en
Pages : 450

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First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

Author: Andy Pearce
Publisher: Routledge
ISBN: 042982372X
Category : History
Languages : en
Pages : 255

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Book Description
The year 2016 marked the twenty-fifth anniversary of statutory teaching and learning about the Holocaust in English state-maintained schools, which was introduced with the first English National Curriculum in 1991. The year 2016 also saw the publication of the largest empirical research study on Holocaust education outcomes – the UCL Centre for Holocaust Education’s What Do Students Know and Understand About the Holocaust? This book presents a systematic reflection on the outcomes of this quarter-century of Holocaust education in England and the Centre’s wider work to reflect on the forms and the limitations of children’s knowledge about the Holocaust and of English Holocaust education resources. These papers are then contextualised in two ways: through papers that situate English Holocaust education historiographically and in England’s wider Holocaust culture; and through papers from America, Switzerland, and Germany that place the UCL Centre for Holocaust Education’s findings in a wider and comparative perspective. Overall, the book presents unique empirical insights into teaching and learning processes and outcomes in Holocaust education and enables these to be theorised and explored systematically. The chapters in this book were originally published as a special issue of Holocaust Studies: A Journal of Culture and History.

Author: Julian Dierkes
Publisher: Routledge
ISBN: 1135193630
Category : Political Science
Languages : en
Pages : 240

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Book Description
How did East and West Germany and Japan reconstitute national identity after World War II? Did all three experience parallel reactions to national trauma and reconstruction? History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (who? where? what?) at the expense of discussions of historical responsibility. In East Germany, where party cadres controlled the curriculum, students were taught that World War II was a capitalist aberration. In (West) Germany, where teachers controlled the curriculum, students were taught the lessons of shame and then regeneration after historians turned away from grand national narratives. This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes.

Author: Julian Dierkes
Publisher: Routledge
ISBN: 1135193649
Category : Education
Languages : en
Pages : 240

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Book Description
How did East and West Germany and Japan reconstitute national identity after World War II? Did all three experience parallel reactions to national trauma and reconstruction? History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (who? where? what?) at the expense of discussions of historical responsibility. In East Germany, where party cadres controlled the curriculum, students were taught that World War II was a capitalist aberration. In (West) Germany, where teachers controlled the curriculum, students were taught the lessons of shame and then regeneration after historians turned away from grand national narratives. This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes.

Author: Manuel Köster
Publisher: Wochenschau Verlag
ISBN: 3734413850
Category : History
Languages : en
Pages : 242

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Book Description
This volume proposes a theory of history education in formal classroom settings. Specifically, it aims to outline how the particular setting of the classroom interacts with domain-specific processes of historical thinking. The theory rests on the notion that formal school education is a communicative and social system, while historical thinking occurs in the psychological system of a person's historical consciousness. In the complex interaction of these systems, historical thinking, emotions, communication, media and language are of particular importance. Drawing upon educational theory as well as the theory of history, this theory of the history classroom provides a framework as well as a solid foundation for future empirical research, both for developing research questions as well as for interpreting findings.

Author:
Publisher: BRILL
ISBN: 9460910688
Category : Education
Languages : en
Pages : 159

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Book Description
Understanding students’ historical understanding is a complex and challenging endeavour, for history teachers as well as for researchers from diverse fields. Since historical situations contain interpersonal and social issues that happened in the past, not only history educators are interested in how students understand them.

Author: Jörn Rüsen
Publisher: Human Sciences Research
ISBN:
Category : History
Languages : en
Pages : 266

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Author: Stefan Berger
Publisher: Berghahn Books
ISBN: 9781571816207
Category : History
Languages : en
Pages : 338

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Book Description
The author follows the debates beyond the unexpected unification of the country in 1989/90 and analyses the most recent trends in German historiography, hoping that it doesn't return to the stifling homogeneity that characterized it before the 1960s.

Author: Dirk Verheyen
Publisher: Routledge
ISBN: 0429974132
Category : Political Science
Languages : en
Pages : 320

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Book Description
The 'German Question,' long a subject of debate, is considered here at the close of a turbulent century, after Germany's defeat in two world wars, the Weimar failure and Nazi disaster, Cold War division, and the nation's unexpected recent reunification. This book systematically explores the issue in terms of its four central dimensions: Germany's identity, national unity, power, and role in world politics. Ambitious in conception and meticulous in execution, Dirk Verheyen's wide-ranging analysis incorporates historical and geopolitical considerations in an intellectually rigorous yet accessible discussion.