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The article discusses the challenges faced by journalism history as an academic field and the need for preservation and adaptation. It highlights the shift in universities from traditional journalism practice to broader communication and media studies, which has marginalized journalism history. The article also addresses the impact of technological advancements, such as digitization and AI, on the relevance of studying the past. It suggests strategies for journalism historians to preserve the field, including integrating history into communication classes, emphasizing theory and methodology in research, and reaching out to a broader academic audience. The article also calls for more inclusive and diverse scholarship in journalism history, particularly in relation to intersectionality and marginalized groups. [Extracted from the article]

The text is the result of the analysis of three situations in which the History Class, proposed by the historian Maria Auxiliadora Schmidt (2020), was developed as a strategy for a Reconstructivist Didactic of History, at the Federal University of Goiás, Brazil, in the years 2022 and 2023 Undergraduate and postgraduate students started with different problematizations and intentions for these elaborations, maintaining the articulation between teaching and research as an axis. The text presents some considerations and seeks to expand the possibilities for the construction of a methodology th [ABSTRACT FROM AUTHOR]

The article is an interview with Gheorghe Mândrescu, a prominent art historian, discussing his early years of professional training, research interests, and career milestones. Mândrescu reflects on his experiences as a curator at the Art Museum in Cluj and the challenges faced by curators and art historians during the communist era in Romania. The text also explores the curator's research on Renaissance architecture in Bistrița and the challenges of preserving and restoring the city's architectural heritage. Mândrescu emphasizes the importance of understanding and respecting diverse artistic models and religious coexistence in Romania, and expresses concerns about the current state and future of cultural heritage in the country. They suggest the inclusion of a new column in the journal to review studies from the interwar period and highlight the damage caused during the communist regime. [Extracted from the article]

This article contributes to a preliminary historical and decolonial analysis of teaching and research in the field of education and international development at the UCL Institute of Education. The preliminary analysis, published as ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal, appeared in the Special 120th Anniversary Issue of London Review of Education. That article and our response to it focus on the work of the Centre for Education and International Development, and its preceding organisational forms from 1927 onwards. In a responsive critique, we consider the evidence, methods, analysis and conclusions offered by Unterhalter and Kadiwal and identify a wide range of additional material on curriculum, staff, students and international partnerships that will be of value to future historians. Contemporary decolonial analysis is important for interpreting the history and for the future positioning of the Centre for Education and International Development, and the wider field of study. We conclude by identifying challenges for ongoing work in this area. [ABSTRACT FROM AUTHOR]

The article focuses on the scholars' responses to Sharon Block's work on Rachel Davis, exploring themes such as the contested role of advocacy in historical study, the challenges faced by historians in navigating professional expectations, and the importance of connecting historical scholarship. The reflections also touch upon methodological possibilities, personal experiences of the historian, and the intersection of history with issues of race, gender, and social justice.

Copyright of Tijdschrift voor Geschiedenis is the property of Amsterdam University Press 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 History in Africa: A Journal of Method is the property of Cambridge University Press 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.)

New digital methods are currently enhancing the historian's toolbox fundamentally. This thematic issue is a collection of papers discussing case studies in the fields of digitization, optical character recognition, distant reading, text mining, network analysis, and historical geographical information systems. The papers discuss opportunities and limitations in the application of digital methods in historical studies and point out fields of future applications. [ABSTRACT FROM AUTHOR]

This text aims to retake Walter Benjamin's writings in order to reflect on the concept of history and the task of the materialist historian. The political dimension is in to show the need for a new history that overcomes progressive linearity and expresses the articulation of past and present. It is a bibliographic investigation centered on some of Benjamin's writings that opens the way for a materialist history of culture. Below are brief reflections on education in the broad sense, as a formative process that takes place throughout the subjects' lives. [ABSTRACT FROM AUTHOR]

Abigail P. Dowling redesigned an Ancient Mediterranean History course to feature active, scaffolded assignments that gave students the experience of working as a historian. These assignments featured lectures from other faculty, hands-on workshops, creative expression, and physical recreations. Dowling, and collaborating researchers Bailey, Griggs, and Wright, used three IRB-approved surveys to test students' self-assessed comprehension of the class subject, how their selfassessed comprehension changed through the course, tested, and assessed their understanding of key definitions from the course's learning objectives, and surveyed which activities the students found most valuable for their learning. For results regarding student learning, the researchers found an improvement in students' understanding in the value of objects to historical research and their comprehension of the breadth of historians' job duties. Students' responses on which activities increased learning emphasized the usefulness of hands-on object workshops for undergraduate students. [ABSTRACT FROM AUTHOR]

Copyright of Varia História is the property of Varia Historia 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.)

"Presentism" is regarded as a derogatory term in history. As such, history education is oriented toward evidential analysis that avoids presentism as a way of training students for "historical thinking." However, for some historians, "presentism" is an indispensable source of asking historical questions and determining historical interpretation and significance. In history teaching, there has also been a teaching orientation that advocates "historical consciousness" as the goal of history teaching, involving thinking in terms of the past, present and future. This article explores the opponents' and proponents' views on the idea of "presentism" and explore their respective historiographies, set in view of historians and history teachers, in order to elucidate the idea and help enhance teachers' ability to perceive and identify different teaching approaches and their underlying historiographies for the purpose of teachers' mindful pedagogical choices. It also justifies the rationality of presentism in history teaching. [ABSTRACT FROM AUTHOR]

This paper aims to introduce the recent reform in history education across high schools and universities in Japan. Japanese education, including university history majors and teacher credential programs, has for long focused on in-depth training in narrow empirical studies, while basic theories and concepts, ones positioned across the entire spectrum of academic knowledge of history and historical research, are seldom taught systematically. This tendency, combined with other social and economic conditions and cultural values, has resulted in a secondary education history syllabus that emphasizes memorizing factual knowledge without necessary reflection on what historians articulate and deliberate over. To help researchers and teachers in history replace such a conformist form of education with competence-oriented active learning of history as a subject, Osaka-based historians, collaborating nationwide with researchers and teachers, have proposed several glossaries, commentaries, and novel exercises for understanding history and historical research and conceptualizing factual knowledge so as to provide necessary clarifications, discussions, and judgments. Thus, new textbooks written from the perspective of global history are expected to be well understood and taught in classrooms. [ABSTRACT FROM AUTHOR]

The standard response of any historian in almost every case is: it's not that simple. The challenge, of course, is the tension between exploring questions to their full complexity and ambiguity on the one hand and the fact that we know that you [teachers] only have one period ... and have a lot of things to cover. That's a really hard thing to reconcile. [ABSTRACT FROM AUTHOR]

The article presents a study on historical thinking, particularly on the alleged use by historians of inaccurate and unreliable historical evidence to construct historical arguments. Other topics include the cognitive processes in the study of history, the discipline-specific skills needed in the study of history, and how historians assess the reliability of their information.

During the period of state independence, there was a clear trend for Lithuanian historians to be poorly involved into the field of history didactics. We presume that such a situation is predetermined, among other factors, by certain approaches, experiences, and working habits of academic historians. The article, by building on subject literature analysis and qualitative study of twelve Lithuanian academic historians, has the purpose to determine the connection of academic historians with school history and teachers of history as well as the focus (or its absence) of their historical research on school history. It is evident from the study that Lithuanian academic historians undertake some effort to share the knowledge of their discipline and related skills with teachers of history as regards the improvement of the content of the history education, but they face certain barriers. These barriers are the lack of interest by teachers of history in aspects of the past that are beyond the scope of curriculum and exams as well as the deficit of competences, personal qualities, and free time needed for the dissemination of academic historians’ research. Furthermore, the partnership suffers from unfavourable procedures of the evaluation of researchers and their studies: research dissemination work is not part of the evaluation scoring system and the fact that researchers are required to publish in English in prestigious foreign venues makes the research not entirely appropriate for schools. The article presents recommendation guidelines for sustaining mutual cooperation. [ABSTRACT FROM AUTHOR]

Should the luxury we currently enjoy of focusing our research mainly on debating and/or philosophising about the discipline of History in centres of Higher Education and Training (HET) not be transformed in the 21st century? Recently, the trend is that community engagement in these environments should become infused with the tertiary education sector vision by means of engaged research; and engaged, teaching and learning, and that HET scholarship should focus on community engagement that complements sustainable livelihoods. With this in mind a webinar was organised by North-West University’s Regional History Research Group. This was held on 29 November 2021, with the title “Engaging community/ies in regional histories research: Sharing experiences and best practice.” Prof Sulevi Riukulehto (Finland), and Prof Sekibakiba Lekgoathi (University of the Witwatersrand) were among the prominent speakers. Interesting ideas and experiences of working with communities were discussed and ideas were put forward on community engagement in the process of fieldwork. Historians are familiar with working in communities and engaging with them proactively, especially with selected individuals in communities. However, for the most part this tends to remain a one-directional process with the purpose of reaching a specific research goal and often has little community agency. In this discussion – here viewed as a commentary – my aim is to instil debate; to rethink the historian’s involvement in communities and how this can encourage the involvement of the wider community. Therefore, this discussion will be presented in two major parts. In the first, a brief discussion is inspired by the Annales approach, and this is then infused with ideas from several theoretical approaches that are more recent. These will be considered for their possible role in historical analysis and how they might be useful to historians as historical tools. In the second part I argue for a 21stcentury approach to historical research that requires that historians associate more widely with communities close to their particular institutions/universities which will then function as spaces to allow students to learn from and to give back to the communities concerned. Thus, the positioning of (traditional) History in this visionary space for research, is linked to teaching and learning practices, particularly in undergraduate and honours modules. It is hoped that this will be a learning curve to gain and implement new, refreshing ideas that will contribute towards community sustainability and also create new research opportunities. [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.)

Should the luxury we currently enjoy of focusing our research mainly on debating and/or philosophising about the discipline of History in centres of Higher Education and Training (HET) not be transformed in the 21st century? Recently, the trend is that community engagement in these environments should become infused with the tertiary education sector vision by means of engaged research; and engaged, teaching and learning, and that HET scholarship should focus on community engagement that complements sustainable livelihoods. With this in mind a webinar was organised by North-West University’s Regional History Research Group. This was held on 29 November 2021, with the title “Engaging community/ies in regional histories research: Sharing experiences and best practice.” Prof Sulevi Riukulehto (Finland), and Prof Sekibakiba Lekgoathi (University of the Witwatersrand) were among the prominent speakers. Interesting ideas and experiences of working with communities were discussed and ideas were put forward on community engagement in the process of fieldwork. Historians are familiar with working in communities and engaging with them proactively, especially with selected individuals in communities. However, for the most part this tends to remain a one-directional process with the purpose of reaching a specific research goal and often has little community agency. In this discussion – here viewed as a commentary – my aim is to instil debate; to rethink the historian’s involvement in communities and how this can encourage the involvement of the wider community. Therefore, this discussion will be presented in two major parts. In the first, a brief discussion is inspired by the Annales approach, and this is then infused with ideas from several theoretical approaches that are more recent. These will be considered for their possible role in historical analysis and how they might be useful to historians as historical tools. In the second part I argue for a 21st- century approach to historical research that requires that historians associate more widely with communities close to their particular institutions/universities which will then function as spaces to allow students to learn from and to give back to the communities concerned. Thus, the positioning of (traditional) History in this visionary space for research, is linked to teaching and learning practices, particularly in undergraduate and honours modules. It is hoped that this will be a learning curve to gain and implement new, refreshing ideas that will contribute towards community sustainability and also create new research opportunities.

The article focuses on the issue of cognitive discomfort for historians and history students in learning history, when the materials they are studying bring to light unexpected and unwelcome things about their ancestors, country, race, political party, gender, and species. It gives the reference of fiery debate about the Industrial Revolution in BBC's "In Our Time" radio show.

Talking about the countryside’s many links with empire has met with fierce political opposition. Nonetheless, recent historical evidence provides invaluable insights into colonialism’s impact on Britain itself. Acknowledging this sensitive history respectfully but comprehensively will ensure widespread understanding of British colonial history and its many legacies to us today. [ABSTRACT FROM AUTHOR]

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]

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]

The article focuses on historical culture in the 21st century in presentism. It mentions historians propagated a type of political history that not only to parliamentary decision-making and realization that history education is more than transferring scientific sanctioned historical knowledge. It also mentions philosophers of history had gazed long enough on the professional history and wider field of research.

The purpose of this research is to analyze two Works of different genres: the first by the campechano Gustavo Martínez Alomía, which was published in 1906 and the second of the tabasqueño Manuel Mestre Ghigliazza, with four volumes, edited between 1916 and 1940. After the historical and intellectual context, the semblances and family ties of both historians, I examine the selected materials, highlighting the objectives, spaces, times and themes that they both attended, the sources they handled, the way as they put together their writings, their interpretation of the past and present, how they were expressed in their speeches and what their main contributions were. [ABSTRACT FROM AUTHOR]

In this work, some of the challenges are noted, that the digital age has imposed on the task of the historiographer, and the obstacles faced by students and future historians, considered to be «digital natives», in order to develop themselves professionally. A revision was made of the sources related to the topic, in which were found the problems faced by education and the practice of history in the digital age. It is noted that students have needed to enter the digital world autodidactically and that academia has not proposed theoretical-methodological changes for its teaching and practice. Some of the obstacles that young people must face are the management of enormous quantities of data, with the capacity to analyze and store it; new sources, writings, and expressions; the hyper-textuality and the depth of the research; creativity and resources for dissemination; crowdsourcing and the manipulation of information, and the work field, epistemological changes, and the theoreticalmethodological debate. [ABSTRACT FROM AUTHOR]

A personal narrative is presented which explore author's experience of studying history.

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]

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]

Histories have long been written on a variety of scales. Arguably, all historians shift scales within their works, and some historians have changed scales quite dramatically across their works too. There has been little reflection or discussion, however, on scale shifting in history making, including on why it is done and how it has been received. History theorist Marnie Hughes-Warrington explores the nature and purpose of scale shifting in this interview with two distinguished historians who have written on the biggest and the smallest scales, David Christian and Merry Weisner-Hanks. Christian, the founder of big history, and Wiesner-Hanks, a trailblazing gender world historian, reflect on the scale shifts across their careers. They explore whether little histories always turn into bigger ones, rather than the other way around, the ethics of scaling history up and down, and whether teaching is a key driver in establishing new approaches to scale in history. [ABSTRACT FROM AUTHOR]

• Domain level conceptual change is considered through two frameworks. • Conceptions of history are analyzed as epistemic practices through the AIR Model. • There exists no singular conception of history shared by expert historians. • Conceptual change must embrace an understanding of multiple conceptions. Along their path towards expertise, historians undergo conceptual changes. The purpose of this theoretical paper is to argue that conceptual change in history involves, first, a fundamental shift from an understanding of history as the past to an understanding of history as human production. And second, expert conceptual change involves understanding multiple approaches to the production of history. Each approach is associated with constraints on historical concepts and meta-concepts. We outline differences and similarities between these broad approaches through a framework that merges epistemic cognition and historical theory. Currently, there exists no singular conception of history to set as an unproblematic aim of epistemic education, and conceptual change must therefore embrace the aim of understanding of multiple conceptions. [ABSTRACT FROM AUTHOR]

Studies of war published in the last twenty years by distinguished historians who are not military specialists represent a call to military historians to engage these studies on the common ground of war itself, in effect working to bridge the gulf that has kept military historians on the margins of the historical profession. None of these studies is flawless, but at the same time their great value calls for constructive help from military historians who study the same wars, and who can build on these works to achieve more satisfactory syntheses. [ABSTRACT FROM AUTHOR]

Since the 1990s historians, in general, have increasingly engaged in critical analyses of the emergence and development of what has come to be known as 'the HIV/AIDS pandemic'. Historians of education have also become interested in the role-played by education in the history of HIV/AIDS. Although the existing educational histories have successfully examined the multiple and far-reaching power structures that helped shape the educational responses to the disease, I will argue that their focus on ideological and geopolitical power structures runs the risk of losing sight of the crucial and often sensorial responses of individuals who have played a part in the educational history of HIV/AIDS. One such individual is the Flemish philosopher Pascal de Duve, who was diagnosed with HIV in 1989. De Duve's particular approach to the disease clearly illustrate the importance of the senses in how people attributed particular meanings to HIV/AIDS. Knowing that this approach would prove surprising to both his readership and to his wider television audience, de Duve employed sensory experiences and modes of communication (for instance, gesture) to educative ends. I conclude that an intersensorial approach to the past will render historians of education more sensitive to unexpected personal responses towards HIV/AIDS to unexpected personal responses towards HIV/AIDS. [ABSTRACT FROM AUTHOR]

Changes in history education in Europe are related to the new approaches in the field of education, particularly related to the usage of technology in education. Additionally, the interest in the history of war, which originated as a result of the previous world wars, has been replaced by peace education today. This study is based on the principles of peace education and is based on an eight-week educational process that was implemented in the 2016-2017 spring semester. The study sample was 11 secondary school students who were enrolled at a private school in Nicosia, Northern Cyprus. In order to collect data during the research period, student essays, the Cyprus history attitude scale and researcher observation reports were used. Qualitative data obtained in the research were evaluated using content analysis, whereas quantitative data were evaluated with the Wilcoxon signed-rank test. At the end of the study, it was determined that students expressed interest in receiving education on the history of Cyprus teaching in an environment that incorporates technology, which also reduces the necessity for memorizing details and political history, and where socio-cultural history is more prevalent. Researcher observations show that the awareness of students for peace education increased and their historical empathy and cooperative working skills were developed. However, despite such positive results, it was also discovered that there is no significant difference in quantitative terms in the attitude of students towards the history of Cyprus. [ABSTRACT FROM AUTHOR]

The article reports on the impact of technological change on the historical archives. Since 1996, organizations like the Internet Archive documented the history of the Web and the digital identity. They were joined by most libraries, universities and other national cultural organizations. The series of public photographs that one shares on Instagram are now part of the cultural heritage that historians must take into account. Historians have long been closely associated with documentary records and this relationship is radically changing in the digital age.

The article reports on the impact of technological change on the historical archives. Since 1996, organizations like the Internet Archive documented the history of the Web and the digital identity. They were joined by most libraries, universities and other national cultural organizations. The series of public photographs that one shares on Instagram are now part of the cultural heritage that historians must take into account. Historians have long been closely associated with documentary records and this relationship is radically changing in the digital age.

In the article I explore the role that Silvio Zavala played in the process of institutionalization and professionalization of history in Mexico. I analyze the historiographical value of his first works produced during his stay in Spain under the guidance of Rafael Altamira y Crevea and the national and international alliances and bonds that he established upon his return to Mexico since 1936. I argue that the prestige as an academic and historian allowed Zavala to be one of the creators of publications such as Revista de Historia de América and fundamental promoter of institutions such as El Colegio de México where he trained multiple generations of students and researchers. The research ends at 1950, his last year as director of the Historical Studies Centre. In this work I use archival and bibliographic sources that have been scarcely studied before. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research on History Didactics, History Education & History Culture (JHEC) is the property of Wochenschau Verlag 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.)

Copyright of International Journal of Research on History Didactics, History Education & History Culture (JHEC) is the property of Wochenschau Verlag 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.)

By presenting examples of Latin literature pertaining to the American Civil War, this paper demonstrates that the phenomenon of Latine Americana, i.e. Latin works written in or about America, was not confined to the colonial period but rather extended into the latter part of the nineteenth century. The context of these writings reveals that the active use of Latin remained a cherished aspect of the rich classical culture of the era. [ABSTRACT FROM AUTHOR]

The article provides suggestions on how to foster historical thinking skills in senior students and preparing them for the exam storm. Topics discussed include information on John Tosh and Sean Lang's discussion on the positivist and idealist approaches to the study and writing of history in "The Pursuit of History," and steps on how to get students to recognize when they are doing history and when they are just writing what the teacher-historian or any other historian has said.

Tuning's progress in the discipline of history in the United States since 2009 illustrates the project's continuing capacity to develop “educational structures and programmes on the basis of diversity and autonomy”, maintaining the initiative's original European Union commitment in a markedly different academic environment across the Atlantic. Struggling initially against a backdrop of confusion, hesitancy, and resistance among US faculty, Tuning has been adopted by a steadily expanding number of educators in individual institutions, state systems, and the history discipline's premier professional society. Though operating, at times, in an uneven, imprecise, or pro forma manner, Tuning in the US manages to address several important goals: bringing a more coherent frame of reference to scattered conversations about higher education; framing a more meaningful discussion about the knowledge, skills, and non-monetized “value” developed through higher education; focusing on the central role of faculty discipline experts in the work of assessment, accreditation, and accountability; and engaging professional scholarly societies on questions of teaching and learning. [ABSTRACT FROM AUTHOR]

Ahmet Cevdet Pasha, who had been in important positions in the Ottoman Empire in the 19th century, is a historian, jurist, educator, linguist and poet as well as a statesman. There are very few people in Ottoman history who carry all of these features together. In this respect, many researches have been done about Ahmet Cevdet Pasha up to the present day. Studies carried out in different fields with each passing day about him, are showing that these investigations are not yet completed. Ahmet Cevdet Pasha, who carries on many features, is one of the most important chronicler and historian of the Ottoman Empire in 19th century. Due to a great number of Ottoman historians are state chronicler, they usually deal with events in chronological order. Ahmet Cevdet Pasha is one of the few Ottoman historians who can go beyond this, use his own opinions about the causes and consequences of the events and take criticism as a method while deciding upon the sources. Ahmet Cevdet Pasha's studies and publishings in various fields affected his titles as historiographer and history educator positively. Having a multidisciplinary approach, Ahmet Cevdet Pasha brought a new understanding to Ottoman historiography and was in the struggle to deliver a philosophy of history and methodology. In this study, Ahmet Cevdet Pasha's historiography and his opinions on history education and history teaching will be discussed. [ABSTRACT FROM AUTHOR]