How teaching the English Revolution (or not) became a landmark debate in German history didactics. (3rd September 2018)

• Record Type: Journal Article
• Authors: Götz, Georg
• Is Part Of: Paedagogica historica. Volume 54:Number 5(2018)
• Page Start: 531
• Page End: 544
• Publication Date: 2018-09-03
• Subjects: West Germany -- history of science -- English Revolution -- history education -- 1960–1980; Education -- History -- Periodicals; 370.9
• DOI: 10.1080/00309230.2018.1482360
• Languages: English
• ISSNs: 0030-9230

Abstract

ABSTRACT: This paper focuses on the development of history teaching in West Germany from the 1970s onwards. When in the early 1970s the relevance of history – both as an academic discipline and as a school subject – was challenged, this led to fierce debates as a multitude of new concepts were being developed. One of these was Annette Kuhn's revolutionary concept of teaching history which immediately came under attack. This debate – and others – had far reaching consequences. At first glance it was a debate about how to model objects like the English Revolution in a way to make them suitable for the history classroom. At second glance, however, this debate revolved around fundamental issues like the role of history in school, the relation between social sciences and didactics, and history's relevance for today in general. The debate and its eventual outcome are explained within the framework of Bourdieu's field theory. The study re-examines the consequences of this debate. In discussing alternatives to Kuhn's approach, it shows how debates forced upon traditional history led historians to readdress the essentials of historical thinking and thus to gain new theoretical strength which resulted in a stronger position for history at universities and schools as well as in history didactics. This resulted in a specific construction and role of Geschichtsdidaktik in Germany which helps to explain why there is a difference in comparison to other countries.