Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2020.006.01.181
Bettina Ackermann-Inderbitzin, K. Messmer
{"title":"Die Kunst des Möglichen - Zur Entstehung des Eidgenossenschaft im 15. Jahrhundert","authors":"Bettina Ackermann-Inderbitzin, K. Messmer","doi":"10.33055/didacticahistorica.2020.006.01.181","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2020.006.01.181","url":null,"abstract":"","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"41 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123075572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2022.008.01.177
Evi Belsack
The text proposes a cross-analysis of the pedagogical principles of Ovide Decroly – a Belgian doctor and pedagogue who is part of the New Education movement –, the legal requirements for teaching history in primary schools in the Frenchspeaking part of the country, and the elements collected during interviews and observations of teachers working in schools with so-called ‘active’ pedagogies. Through these elements, the aim is to question the knowledge under construction and to characterize it with regard to the knowledge derived from the discipline of history.
{"title":"Entretiens avec trois enseignants en pédagogie active (plus particulièrement decrolyenne):leurs méthodes permettraient-elles de construire des savoirs raisonnés?","authors":"Evi Belsack","doi":"10.33055/didacticahistorica.2022.008.01.177","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2022.008.01.177","url":null,"abstract":"The text proposes a cross-analysis of the pedagogical principles of Ovide Decroly – a Belgian doctor and pedagogue who is part of the New Education movement –, the legal requirements for teaching history in primary schools in the Frenchspeaking part of the country, and the elements collected during interviews and observations of teachers working in schools with so-called ‘active’ pedagogies. Through these elements, the aim is to question the knowledge under construction and to characterize it with regard to the knowledge derived from the discipline of history.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126052473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2015.001.01.71
Maguelone Nouvel-Kirschleger, Steffen Sammler
At the end of the Second World War, the times are convenient for an awareness of the stakes in History Education: School narratives are accused of instigating hatred between nations. Consisting of professors of History, a French-German Committee has met since 1951 with the aim of revising the school narratives and reconciling people by proposing an education common to the peace. How, in this context, do the authors of French and German textbooks intend «to calm » their narratives of the wars? How do they organize « war teaching » and «peace education»?
{"title":"Construire une paix durable après 1945 : l'enseignement des origines de la Première Guerre mondiale en France et en Allemagne","authors":"Maguelone Nouvel-Kirschleger, Steffen Sammler","doi":"10.33055/didacticahistorica.2015.001.01.71","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2015.001.01.71","url":null,"abstract":"At the end of the Second World War, the times are convenient for an awareness of the stakes in History Education: School narratives are accused of instigating hatred between nations. Consisting of professors of History, a French-German Committee has met since 1951 with the aim of revising the school narratives and reconciling people by proposing an education common to the peace. How, in this context, do the authors of French and German textbooks intend «to calm » their narratives of the wars? How do they organize « war teaching » and «peace education»?","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122477604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2020.006.01.19
D. Tosato-Rigo
While it had long been an unfamiliar and even mysterious country, Russia became in the eighteenth century a magnet and meeting ground for numerous European migrants. This period coincided with a “discovery” of Russians that this paper will address in two sections. After defining the broad outlines of the Russia-“West” convergence, it will focus on sources that are particularly rich in stereotypes, travel accounts, and on the search for Russian “national character” that influenced their authors.
{"title":"Découvrir les Russes au xviiie siècle : l'altérité à l'aune des récits de voyage","authors":"D. Tosato-Rigo","doi":"10.33055/didacticahistorica.2020.006.01.19","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2020.006.01.19","url":null,"abstract":"While it had long been an unfamiliar and even mysterious country, Russia became in the eighteenth century a magnet and meeting ground for numerous European migrants. This period coincided with a “discovery” of Russians that this paper will address in two sections. After defining the broad outlines of the Russia-“West” convergence, it will focus on sources that are particularly rich in stereotypes, travel accounts, and on the search for Russian “national character” that influenced their authors.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122625098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2020.006.01.25
C. Humair
The purpose of this article is to understand why people of the Jewish faith suffered many forms of discrimination in Switzerland between 1848 and 1874. In contradiction with the liberal and secular principles of the Federal state’s designers, certain rights were reserved for the Christian population in the 1848 constitution. An alterity has thus been built within the Swiss nation itself. Removed during the revisions of 1866 and 1874, in response to strong external pressure, these provisions were rooted in a breeding ground of anti-Semitic prejudices.
{"title":"L'Etat fédéral et la discrimination des juifs suisses et étrangers : analyse d'un processus politique de création et d'abolition de l'altérité (1848-1874)","authors":"C. Humair","doi":"10.33055/didacticahistorica.2020.006.01.25","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2020.006.01.25","url":null,"abstract":"The purpose of this article is to understand why people of the Jewish faith suffered many forms of discrimination in Switzerland between 1848 and 1874. In contradiction with the liberal and secular principles of the Federal state’s designers, certain rights were reserved for the Christian population in the 1848 constitution. An alterity has thus been built within the Swiss nation itself. Removed during the revisions of 1866 and 1874, in response to strong external pressure, these provisions were rooted in a breeding ground of anti-Semitic prejudices.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122832055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2020.006.01.85
Vera Sperisen, S. Affolter
Following a subject-oriented approach, teachers predominantly focus on the students’ familial migration biographies in their teaching practice on the topic of migration. Even though the teachers are pretending an anti-racist debate based on fundamental rights, this approach tends to trigger and to reproduce hegemonic orders of belonging without reflection. The article deals with this discrepance of intension and practice and addresses the question of alternative approaches to critically dispute hegemonic orders of belonging in schools.
{"title":"\"In meinem Schulzimmer sind oft bis zwölf Nationen versammelt\": schulischer Unterricht zu \"Migration\" als pädagogische Praxis der Differnzmarkierung","authors":"Vera Sperisen, S. Affolter","doi":"10.33055/didacticahistorica.2020.006.01.85","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2020.006.01.85","url":null,"abstract":"Following a subject-oriented approach, teachers predominantly focus on the students’ familial migration biographies in their teaching practice on the topic of migration. Even though the teachers are pretending an anti-racist debate based on fundamental rights, this approach tends to trigger and to reproduce hegemonic orders of belonging without reflection. The article deals with this discrepance of intension and practice and addresses the question of alternative approaches to critically dispute hegemonic orders of belonging in schools.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121868326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2016.002.01.123
Prisca Lehmann, Julien Wicki
L’article présente une séquence d’enseignement proposée aux élèves du Gymnase d’Yverdon dans le cadre des élections fédérales de 2015. Le but étant de les amener à comprendre le fonctionnement de l’État fédéral suisse, présenter l’idéologie des différents partis politiques et réfléchir aux codes de la communication politique en réalisant des affiches électorales pour des partis fictifs.
{"title":"Quand la politique s'affiche","authors":"Prisca Lehmann, Julien Wicki","doi":"10.33055/didacticahistorica.2016.002.01.123","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2016.002.01.123","url":null,"abstract":"L’article présente une séquence d’enseignement proposée aux élèves du Gymnase d’Yverdon dans le cadre des élections fédérales de 2015. Le but étant de les amener à comprendre le fonctionnement de l’État fédéral suisse, présenter l’idéologie des différents partis politiques et réfléchir aux codes de la communication politique en réalisant des affiches électorales pour des partis fictifs.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132806236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.33055/didacticahistorica.2016.002.01.77.long
Philippe De Carlos
This interdisciplinary work sets out the theory of didactic transposition and the intermediate model of the appropriation of history. The analysis concerns an analysis of elementary school students’ representations of the objects of Cro-Magnon men and women with regard to the historical social knowledge and the knowledge to be taught. We observe that the pupils’ knowledge of common sense is more socially represented than socially built. The distance between the scientific knowledge and the knowledge to be taught is such that it is possible to speak about an epistemological breakthrough.
{"title":"Les représentations sociales des élèves de cycle 3 sur les objets des hommes et des femmes de Cro-Magnon","authors":"Philippe De Carlos","doi":"10.33055/didacticahistorica.2016.002.01.77.long","DOIUrl":"https://doi.org/10.33055/didacticahistorica.2016.002.01.77.long","url":null,"abstract":"This interdisciplinary work sets out the theory of didactic transposition and the intermediate model of the appropriation of history. The analysis concerns an analysis of elementary school students’ representations of the objects of Cro-Magnon men and women with regard to the historical social knowledge and the knowledge to be taught. We observe that the pupils’ knowledge of common sense is more socially represented than socially built. The distance between the scientific knowledge and the knowledge to be taught is such that it is possible to speak about an epistemological breakthrough.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133681420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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