Author： Berghahn Journals Lucas Frederik
Publisher： Berghahn Books
E-ISSN： 2041-6946|9|2|110-128
ISSN： 2041-6938
Source： Journal of Educational Media, Memory, and Society, Vol.9, Iss.2, 2017-09, pp. : 110-128
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Abstract
Many scholars working on history education have stressed that, in orderto “do history,” a congruent relation between substantive and procedural knowledgeis required. In response to this argument, this article emphasizes the needto consider pupils’ relations to substantive knowledge. With reference to historytextbooks currently used in Germany, it demonstrates how the introduction ofsubstantive knowledge with the help of the logic of “historical thinking” derivedfrom expert discourses may obstruct the process of historical thinking. Finally, thearticle presents alternative approaches and their possible consequences for historyeducation.
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