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Project

Current questions: the shifting status of the present in history education in Belgium, France, Great-Britain and the Netherlands since 1945.

After the Second World War history education transformed from an encyclopaedic course with moralizing and patriotic goals to a problem-oriented course with mondial and democratic ambitions. History education wanted to be a modern and a useful course serving the contemporary society. One of the most prominent characteristics of this evolution was a strong orientation towards the present. Contemporary history and current affairs received more attention in history lessons. This longing for the present had also an influence on the goals of history education. At the same time the presence of contemporary moral attitudes in textbooks was strengthened. From a historical perspective this project wants to research the nature and the causes of this present-oriented history education in Belgium and France. The redefinition of contents and goals of history education, the structure of the narrative in history textbooks and the influence of changing didactics are the most important research objects. Sources used for this doctoral study are history textbooks, historical-didactical revues, school archives, private archives and the archives of the educational authorities.
Date:1 Jan 2008 →  31 Dec 2011
Keywords:France, Belgium, History education
Disciplines:Theory and methodology of philosophy, History