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Copyright of Rheinische Vierteljahrsblatter is the property of Universitat Bonn, Inst fur Geschichstwissenschaft, Abt Fruhe Neuzeit & Rheinische Landesgeschichte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Focusing on history education reforms in Japanese high schools and the two anniversaries of the return of Okinawa to Japan and the normalization of relations between Japan and the PR China (both in 1972), this article examines the role of history and historical consciousness in the Japanese public sphere in 2022. The article is preceded by a brief review of Abe Shinzo’s ›historical‹ legacy and an analysis of recent survey results on the state of Japanese-Chinese and Japanese-Korean relations, each with a special focus on historical consciousness. [ABSTRACT FROM AUTHOR]

Copyright of GWP: Gesellschaft Wirtschaft Politik is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

After the 1991 separatist region of Transnistria developed its own education system, provided with normative acts, including curriculum and textbooks. History education is part of the official discourse and focuses on Transnistrian interests. In many cases, textbooks are based on Soviet historiography, and Western neighbors are treated as enemies. The author of the present article analyzes, in particular, Chapter IX of the textbook for the ninth grade, which deals with the formation of the separatist republic and the Dniester War of 1992, which is described by the authors of the textbook as “Moldova’s military aggression against the Transnistrian people.” The facts presented in this textbook are unilateral, trying to demonstrate the “aggression of Moldova” on the districts on the left bank of the Dniester. Although, at the end of the topic, the authors consider that this military conflict was “a bloody war”, they insist more on the “sufferings, losses and victims” of the inhabitants of this region. There is a total lack of critical, comparative, and balanced approach to these sensitive events for the recent history of the Republic of Moldova. The discourse is aggressive and hateful, which is not acceptable, it is against international conventions and agreements between the representatives of the warring parties. The main problem in relations between Chisinau and Tiraspol is the lack of effective communication. But education should be one of the most important tools in conflict resolution.

Copyright of Jahrbuch für Germanistische Sprachgeschicht is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article describes the development of the subject "Werken" in Austria. "Werken" is a subject primarily taught in general education schools and begins in primary school. In secondary level I, "Werken" is understood as preparation for further specialized training. In secondary level II, there is only the mixed subject "Bildnerisches Gestalten und Werkerziehung" in upper secondary schools. The Pedagogy Package 2020 enables the further development of the curriculum and the social embedding of the subject. "Werken" is considered an applied research subject, in which competencies are acquired within a comprehensive research, development, and design process. The understanding of the subject emphasizes the importance of innovation and the integration of methods from other disciplines. Three competency areas are defined: development, production, and reflection. The teaching is based on a research-based approach and promotes individual insights and innovations. Transdisciplinary connections are established and new perspectives on subject content are opened up. The article deals with the subject "Werken" in Austria and the changes that arise from digitization and a focus on sustainability. Competence acquisition is achieved through one's own actions and is now increasingly evaluated in the process of work. Digitization poses new requirements for the subject and at the same time offers new possibilities. Dealing with natural resources and the design of living spaces are considered important core values of the subject. "Werken" is seen as a unique subject that is in demand both in the working world and in personal development. The term "Technik und Design" (Technology and Design) is proposed to clarify the content focus of the subject. The implementation of the changes remains a challenge that the subject community looks at optimistically. [Extracted from the article]

The realisation of subject-related processes in everyday inclusive lessons has been rarely investigated so far, even though the relevance of this topic for theory and practice is unquestioned. A didactic pattern could be reconstructed by sequence analysis that can be described as inclusive and simultaneously meets subject-specific demands based on a two-hour history lesson in a comprehensive school’s highly heterogeneous eighth-grade class. Although no digital media were used, the found practice reminds of interactive history documentation. There are deeper commonalities between didactics and programming, which should sharpen the perception of digitalisation-related innovations in school lessons. [ABSTRACT FROM AUTHOR]

Copyright of Neue Politische Literatur is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article deals with a field of empirical history education research, which is currently attracting increased attention within the German-speaking and the international communities – namely history teachers’ beliefs. It is argued that although beliefs of history teachers are examined in many research projects, we do not have a common understanding of the construct. There is no widely accepted system of categories to which empirical research could relate. This article provides such a system with the aim of facilitating academic discussion about history teachers’ beliefs. I will present central topics and lines of discussion within the international empirical literature about history teachers’ beliefs, drawing on a literature review of 40 published articles in English, German and Spanish. Furthermore, some results from my own empirical project about the beliefs of Austrian history teachers are concisely presented. Based on a category system and a literature review, the contribution will finally discuss promising fields for future research on history teachers’ beliefs.

With the professionalization of teacher training at Swiss universities of teacher education starting in the 2000s, subject didactics have come to see themselves as scientific disciplines. Following Rudolf Stichweh’s definition of scientific discipline and community, this article discusses the extent to which those working in history education in German-speaking Switzerland have formed a scientific community. In this context, the Swiss-German Society for History Didactics (DGGD), founded in 2008, is interpreted as a framework in which a “sufficiently homogeneous communication context” (Stichweh) can unfold. Based on the minutes of the DGGD, interviews and a questionnaire survey among the members, we also examine career structures, or rather the socialization process, as well as the corpus of scientific knowledge and the self-image with regard to a specific expertise or competence.

Conceptual Change is gaining momentum in Austrian history education as historical meta-concepts are gradually being incorporated into the curricula. This might help bridge the gap between knowledge and skill orientation, which still exists in history education. However, missing pragmatic examples and the persistent lack of empirical evidence on students’ concept development call the success of this trend into question. The article looks back at the genesis of the conceptual discourse, linking it to discussions on History Education in the German- and English-speaking worlds and discussing a systematic approach to the integration of concepts and competencies. It also outlines the results of a recently completed Austrian study on the developmental logic of concepts of historical thinking from five-year-old children to adults.

This article deals with the development of history didactics as an academic discipline in Austria since 1945. It explores concepts, studies and researchers that have been engaged in this academic field as well as the process of its institutionalization. Not only does it focus on associations and academic institutions as key motivators but it also acknowledges the representatives of history didactics for their interests and achievements. It furthermore outlines how history didactics are positioned in the Austrian academic landscape and in German-speaking and international discourses. The article also discusses recent research approaches, focusing on typical aspects (subject-orientation, domain-specific conceptual learning, contributions to textbook research, etc.). It refers to empirical research and summarizes current research fields. In doing so, the article also provides an overview of the current situation of history didactics in Austria.

The current pandemic has shown how important face-to-face interaction is for individuals and societies. Nevertheless, historical research has so far largely ignored the key role of presence and its history. Against this background, the article first illustrates that the concept of presence is more presuppositional than one might think. Second, it outlines a concept of interaction regimes, which will subsequently be applied in an exemplary fashion to the history of international politics since the twentieth century. [ABSTRACT FROM AUTHOR]

This article deals with a field of empirical history education research, which is currently attracting increased attention within the German-speaking and the international communities'-- namely history teachers' beliefs. It is argued that although beliefs of history teachers are examined in many research projects, we do not have a common understanding of the construct. Th ere is no widely accepted system of categories to which empirical research could relate. This article provides such a system with the aim of facilitating academic discussion about history teachers' beliefs. I will present central topics and lines of discussion within the international empirical literature about history teachers' beliefs, drawing on a literature review of 40 published articles in English, German and Spanish. Furthermore, some results from my own empirical project about the beliefs of Austrian history teachers are concisely presented. Based on a category system and a literature review, the contribution will finally discuss promising fi elds for future research on history teachers' beliefs. [ABSTRACT FROM AUTHOR]

The article focuses on historical-political coping with Education: Research Perspectives in the Context of Transitions and course of changing teaching and school practice through competence orientation domain-specific teaching research and subject didactics have one upswing experienced. It mentions reality of teaching also includes that historical-political teaching and learning processes within the framework of formal learning contexts are anything but continuous. It also mentions drastic changes and restructuring of the social and school learning environment of children and young people.

Conceptual Change is gaining momentum in Austrian history education as historical meta-concepts are gradually being incorporated into the curricula. This might help bridge the gap between knowledge and skill orientation, which still exists in history education. However, missing pragmatic examples and the persistent lack of empirical evidence on students' concept development call the success of this trend into question. Th e article looks back at the genesis of the conceptual discourse, linking it to discussions on History Education in the German- and English-speaking worlds and discussing a systematic approach to the integration of concepts and competencies. It also outlines the results of a recently completed Austrian study on the developmental logic of concepts of historical thinking from five-year-old children to adults. [ABSTRACT FROM AUTHOR]

This article deals with the field of history didactics in France, Quebec and Switzerland. It puts into perspective questions, research axes, theoretical discussions and empirical results since the first works in the 1980s. This portrait is based on the defi nition of the didactics of history as a scientifi c discipline that takes into consideration the three poles of the didactic triangle: the process of construction of historical knowledge, the modalities of its teaching and the conditions of its appropriation by students. It discusses the relationship of these three dimensions to the aims of history teaching and to social demands, the articulation be tween the empirical and the theoretical, epistemological choices and methods of investigation. [ABSTRACT FROM AUTHOR]

With the professionalization of teacher training at Swiss universities of teacher education starting in the 2000s, subject didactics have come to see themselves as scientific disciplines. Following Rudolf Stichweh's definition of scientific discipline and community, this article discusses the extent to which those working in history education in German-speaking Switzerland have formed a scientific community. In this context, the Swiss-German Society for History Didactics (DGGD), founded in 2008, is interpreted as a framework in which a "sufficiently homogeneous communication context" (Stichweh) can unfold. Based on the minutes of the DGGD, interviews and a questionnaire survey among the members, we also examine career structures, or rather the socialization process, as well as the corpus of scientific knowledge and the self-image with regard to a specifi c expertise or competence. [ABSTRACT FROM AUTHOR]

This essay on the social practice of history didactics outlines the potential that a reflective and discipline-historical view, based on practice theoretical thoughts, could offer on one's own prerequisites of the possibilities within history didactical research practice. Built upon the assumption that the process of constructing knowledge orders of history didactics is performed through doings and sayings, forgotten or previously discourse-excluded alternatives become again the focal point of history didactics. They can, in turn, help call attention to compatible perspectives of future history didactical modelling, putting them up for discussion. [ABSTRACT FROM AUTHOR]

This article deals with the development of history didactics as an academic discipline in Austria since 1945. It explores concepts, studies and researchers that have been engaged in this academic fi eld as well as the process of its institutionalization. Not only does it focus on associations and academic institutions as key motivators but it also acknowledges the representatives of history didactics for their interests and achievements. It furthermore outlines how history didactics are positioned in the Austrian aca demic landscape and in German-speaking and international discourses. The article also discusses recent research approaches, focusing on typical aspects (subject-orientation, domain-specific conceptual learning, contributions to textbook research, etc.). It refers to empirical research and summarizes current research fi elds. In doing so, the article also provides an overview of the current situation of history didactics in Austria. [ABSTRACT FROM AUTHOR]

An introduction is presented in which editor discusses various articles within the issue on topics including historical didactic approaches in Austria; German-speaking Switzerland in contrast to historical studies and Germanic cult on picture postcards of the late Habsburg monarchy.

Copyright of Forschungen zur Volks- und Landeskunde is the property of Romanian Academy Publishing House / Editura Academiei Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The history of world regions beyond theNorth Atlantic realm has gainedmuch greater visibility in Germany in recent decades than it previously enjoyed. Dietmar Rothermund, the eminent and internationally renowned specialist of South Asian history who from the early 1960s taught at Heidelberg University, played a crucial role in this process. In the wake of his death earlier this year, this article offers a short intellectual biography of Rothermund, reflecting on major scholarly and institutional shifts and transformations in the study ofwhat is nowoften called the "Global South." It provides a portrait of Rothermund as one of the most versatile and cosmopolitan German historians of his generation. [ABSTRACT FROM AUTHOR]

The article offers information on the digital conference on the Austrian Contemporary History Day 2020. It further discusses contemporary historical research and the work of historians; history didactics in different contexts as well as more recent research fields such as digital and public history; thinking of traditional solutions such as waiting, rejecting or postponing; and the targeted historical examination of the circumstances, experiences and consequences of the Covid-19 pandemic.

Historians have publicly intervened in discussions around the COVID-19 pandemic, using their expertise on past crises to analyze the present. The article first presents three models of how the past, the present and the future relate to each other, drawing mainly on the work of Reinhart Koselleck: history as a teacher, the parting of the space of experience and the horizon of expectation and finally, the crisis. It then highlights the specific role of historians in a crisis, arguing that this role might ideally engender not structures of repetition, but radical newness. The text therefore invites a renewed discussion on the position of historians, including our present and future functions. [ABSTRACT FROM AUTHOR]

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Hızlı teknolojik gelişmelerle birlikte hızlı bir değişimin yaşandığı günümüzde değerler eğitimine daha da ihtiyaç duyulmaktadır. İyi bir değer eğitimi almamış bireyler ailelerine, çevrelerine ve insanlığa zararlı davranışlarda bulunabilmektedir. Değer eğitimi ailede kazandırılmaya başlayıp, çevre ve okul yaşantısı ile devam etmektedir. Değer eğitimi yaşam boyu devam etmesine rağmen okul planlı bir eğitimin verilmesi sebebiyle değer eğitiminde önemli bir yere sahiptir. Okuldaki derslerden biri olan tarih dersleri değer eğitiminin verilebileceği önemli derslerden biridir. Tarih eğitiminin amaçları içerisinde değer eğitimi, her dönemde yerini korumuş ve tarih değer eğitiminde önemli bir araç olarak görülmüştür. Günümüzde ise gerek dünyada gerekse ülkemizde tarih derslerinde değer eğitimine daha büyük bir önem verilmektedir. Ülkemizde yenilenen ortaöğretim tarih programlarını incelediğimizde değer eğitimine ayrı bir önem verildiği açıkça görülmektedir. Son yıllarda tarih eğitiminde görsel araçların kullanımı çabaları artmasına rağmen yine de yeterince kullanılmadığı bilinmektedir. Bu görsel araçlardan biri de tarihi filmlerdir. Tarihi filmler değer eğitimi için önemli bir kaynaktır. Tarihi filmlerin öğrenciler üzerinde önemli etkileri olmaktadır. Öğrencilere tarihi filmlerle değer eğitiminin kazandırılmasının öğrenciler üzerinde bırakacağı olumlu etkilerin göz ardı edilmemesi ve değer eğitiminde işlevsel olarak kullanılması önem arz etmektedir. Bu bakımdan tarih eğitiminde değer eğitimi kazandırılmasında tarihi filmlerin kullanılması son derece önemlidir. Bu çalışmanın amacı tarih eğitimi ve değerler ilişkisi üzerinde durmak ve ortaöğretimde tarihi filmler ile öğrencilere değer eğitiminin nasıl verilebileceğini ortaya koymaktır.

Review on two books - Asociația Europeană a Profesorilor de Istorie EUROCLIO, La intersecția culturilor. Țările regiunii Marii Negre și schimbările politice din sec. XIX-XX, 2015

Review on book - Adrian DOLGHI, Istorie și politică în communism (1917-1965). Cazul R(A)SS Moldovenești (1917-1965), Monografii ANTIM XV, Chișinău: Pontos, 2016

The article discusses the great uncertainty about the course of contemporary history, which many have increased in recent years. It reports on the dwindling of the approval of values that were once universally accepted and above all accepted in the western industrialized nations. They concretized themselves in the general obligation to the rationality of the judgment.

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents climate and weather descriptions of the 18th and 19th centuries as historical sources and its impact on the economic, political and social environment. Climate is defined as the long-term average of the weather conditions in a place or in a region. These historical descriptions of climate and weather can not only serve as building blocks for the reconstruction of the past climate development, they also convey impressions on the relationship between the people and climate.

The article reports on the history lessons in transition at the higher schools of Westphalia, Germany, in 1918-19. On November 15, 1918, Adolph Hoffmann, who had taken over the leadership of the Prussian Ministry of Culture, in addition to his Social Democrat colleague Konrad Haenisch, banned popular statements and counter-revolutionary propaganda in history lessons.

During the 1980s, so-called »Geschichtswerkstätten« (history workshops in Germany) aimed at contributing a critical perspective on how history was dealt with in universities, local heritage (»Heimatvereine«) and historical societies, as well as in politics. They complied with a growing public interest in history during the 1980s and intended to question prevailing paradigms through a perspective »from below«. As an historical movement the »Geschichtswerkstätten« contributed to an enrichment of today's museum landscape and commemoration culture. The aspiration and reality of an equal cooperation with historically interested laypersons that established an historical research with an emancipatory approach would often differ in practise. Problems related to this were critically reflected and they accentuated the differences between the involved parties' interests. An opening up of academic historical research towards the challenges arising from the great significance of historical topics in the eyes of the public is still limited in today's research and teaching in Germany. [ABSTRACT FROM AUTHOR]

The Institute for History of the University of Hildesheim Foundation has published a commemorative publication for the time and European historian Michael Gehler on his 60th birthday. The anthology contains essays by 49 colleagues on Gehler's research focuses, including historical European research, European integration, transnational party history, and pedagogical approaches to history education. The commemorative publication emphasizes Gehler's scientific reputation and is a personal birthday gift from well-known personalities from various disciplines. The anthology is described as excellent and stimulating, and the Institute for History of the University of Hildesheim Foundation is praised for its publication. [Extracted from the article]

The article presents a report from a March 9-10, 2017 conference of the Brauweiler Kreis für Landes- und Zeitgeschichte e.V. historical society on migration, cultural transfer, and memorial culture. Topics of of presentations delivered include Italian guest worker ice cream vendors in 20th-century Germany, immigrants in Dortmund, Germany, and history education for immigrants.

Drawing on ethnographic research, this paper describes two media practices which enact what is called ‘history' in a school context. (1) Thingification: When students read in class they adopt a bodily distance to the textbook; the textbook becomes ‘something physical' which exudes truthfulness. (2) Segmentation: By marking and segmenting space on the pages, the students' bodies enact history as something which can be segmented, events and processes as decontextualized and autonomous. Overall, the paper suggests that the specific mediality of the printed history textbook has a political ‘effectfulness' in history education. This not only presents specific topics and issues as particularly relevant, but also shapes broader modalities of perceiving, thinking and communicating about authority and social orderings. [ABSTRACT FROM AUTHOR]

The article presents a report on a panel on teaching the history of the Holocaust using video-recorded interviews of eyewitnesses convened during the Historikertag, the annual history congress of the Verband der Historiker und Historikerinnen Deutschlands (VHD) and Verband der Geschichtslehrer Deutschlands (VGD) professional associations in Göttingen, Germany, from September 20 to 23, 2016. Topics discussed included the use of tablet computers in history instruction, narratives in witness interviews, and the use of student illustrations as teaching materials alongside interviews.

The article presents a report from a July 15-16, 2016 history education conference in Flensburg, Germany hosted by the Konferenz für Geschichtsdidaktik historical education society. Topics of presentations delivered include the teaching of the ancillary historical sciences, social aspects of history education with a focus on the teaching of social values, and the depictions of Nazi euthanasia in history textbooks from Lower Saxony, Germany.

The article presents a report from a June 30-July 1, 2016 conference on curation of history exhibitions at museums and universities hosted by the Verband der Historiker und Historikerinnen Deutschlands e.V. historical society, the Historisches Museum Frankfurt museum, and the Zentrum für Zeithistorische Forschung historical society. Topics of presentations delivered include 1995 and 2004 exhibitions of the Wehrmacht paramilitary force, the role of irritation in a proposed method of teaching history, and digital exhibitions of history.

The article presents a report from the September 23-25, 2015 56th Internationale Tagung für Militärgeschichte military history conference in Potsdam, Germany on history education in the German armed forces (Bundeswehr). Topics of presentations delivered included history as a locus for political, historical, and ethical education in the Bundeswehr, the alleged importance of historical knowledge for soldiers, and the relationship between military history and military strategy.

The article presents a report from a June 19-20, 2015 sefl-reflective history conference in Hamburg, Germany hosted by the Universität Hamburg university. Topics of presentations delivered include reinterpretation of historical legal decisions, continuing education for middle school history teachers, and the use of photographs as narrative-building tools in history education.