Thread by @An_Koer

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson One aspect that comes to mind here. Years ago, Hans-Jürgen Pandel deplored that our textbooks in Germany don't narrate anymore. They tell no story/ies. He implied that this was hampering not only (or so much) students' acquiring one coherent story, but their development .../2

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 1/... of narrative competence - in terms of not having been exposed to godd narratives etc.
I the (long) wake of a history education which was/is to be "quellenorientiert" (focused on analyzing primary documents) and "methodenorientiert" (focused on .../3

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 2/... their developing methods of historical thinking) as part of a) a general "Wissenschaftsorientierung" (scientific orientation), he surely was not wrong.
BUT:
Not only given the auctorial status of textbook material, a common belief in history (and its teachers) as being.../4

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 3/... able to tell, how it _really_ was (and that is sth quite different from Ranke's "eigentlich"), but also the increased insight into the plurality of perspectives, interests etc., as not only to be tolerated, but recognized, with a plurality of valid accounts in society,.../5

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 4/... I am still convinced that school history should not be about telling/presenting students one valid, coherent version of the past (and the evelopments therein) only, but also (and maybe eeven more importantly) teach them the abilities to passivley and actively relate .../6

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 5/... to this plurality and its meanings, both in critical form.
It may even not be enough to have students actively work on smaller pieces of source analysis and interpretation within a given framework, asking them to interpret, to re-tell, etc., if these afforts (which are.../7

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 6/... necessary as such) are a) checked against a given standard interpretation only (for how accurate, good etc. they are) ONLy and not also against each other, for highlighting the different approaches, ideas, evaluations, new questions rather than ranking them, and b) .../8

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 7/... done in the same contextual framework only, which has been taught. If we are to prepare students to think historically for themselves, we also need to have them analyse and reflect on questions new to them. This means providing information and opportunities for .../9

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 8/... further research as well as focusing not so much on whethe they show and understandig of the context we presented, but in what way and with what communicative reliability they construct historical cases which others can relate to sensibly.
In this light, maybe, the .../10

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 9/... presence of (strong) authorial voices in new textbooks is necessary, but not sufficient. Should it not be _different_, contrasting, authorial voices on similar subjects - in some older vs. recent ones, in some cases from different political (ideological) background, .../11

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 10/... then again from different cultural backgrounds, -- and maybe not all of them professional ones.
In comparing, interrelating, then students can acquire concepts and abilities to make the structures. the premisses, the appeals inherent (more) transparent.
On this .../12

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 11/... I do think we must teach methods explicitly, but neither apart from interpretive (historical) questions not in the form of mere techniques elementarised from professional historians's techniques and focused on the next task given in class, but rather as foms, .../13

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 12/... concepts and criteria for historical thinking outside class and in later life. This in not exactly what Hugo Gaudig meant in 1923 with his famous "The pupil must have method", but the direction is correct.
Of course, historians' methods ARE a kind of role model .../14

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 13/... in this. Historians are the professionals paid for not (only?) aquiring knowledge for society but for researching and formulating the logics of the discipline. But their versions of the methods are specialized. For general teaching they are neither to be mockes nor .../15

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 14/... merely "elementarized", but rather generalized, reflected uopon with regard to what their specific logic is.

This, again, means that such (strong) authorial voices of historians are hopefully not only present in presenting their narrative results, but also in .../16

@Counsell_C @mfordhamhistory @ArthurJChapman @dickens_siobhan @DavidJHibbert @nickdennis @VirtuallyTeach @HughJRichards @hannahcusworth @CitoyenneClaire @Miss__Angell @michaeldoron @tomallenhistory @ls_gibson 15/... reflections on their perspective, their focus, their methods, their experiences, etc. - and again in the plural!