Presse und Öffentlichkeit: Die Angst des Geisteswissenschaftlers vor den Medien

Public History and School

“…41 Research on social psychology and collective memory has stressed the importance of history perceptions in shaping national identity. 42 The contents of collective memory,43 transmitted from one generation to another, are collective constructs that within a given society define rights and obligations, legitimize political agreements and determine right and wrong actions according to historical experience.44 This research is therefore consistent with social identity and cognition theories, which postulate that people who define themselves in terms of their membership in a specific group are motivated to evaluate their group positively (Tajfel & Turner, 1986). This national identification connects the feeling of self-esteem to in-group esteem and establishes a cultural continuity between past and present.…”

“…41 This also applies to the child, after being assigned initial affiliation, through which it also acquires personal identity. 42 Sometimes, but actually not very often, these (everyday) stories are quite elaborate and complex. Mostly, however, they are far from that.…”

“…Jörn Rüsen and Johannes Meyer-Hamme, "Die Macht der Gefühle im Sinn der Geschichte. Theoretische Grundlagen und das Beispiel des Trauerns" (27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44) and ">I never liked history at school<. Identitäen und Emotionen beim historischen Lernen,[125][126][127][128][129][130][131][132][133][134][135][136][137].…”

“…1 (1982), accessed December 12, 2015, digitalcommons.kennesaw.edu/georgia_archive/vol10/iss1/3.. 7 About the impact of the Geschichtswerkstätten on the development of the Archivpädagogik cf. Lange and Lux,Historisches Lernen Im Archiv,[38][39][40][41][42][43] For the history of the Geschichtswerkstätten cf. Etta Grotrian, "Geschichtswerkstätten und alternative Geschichtspraxis in den achtziger Jahren," in History sells!, ed.…”