Program

Over the past decades, what might be called the »first generation« of scholars in history didactics has worked with enthusiasm and patience on the development of core theories/theoretical frameworks and a basic set of analytic terms and methodological tools for describing and analyzing the field of history didactics and historical education. Core concepts in history didactics such as »historical consciousness«, »historical thinking« and »historical culture« have been the subject of various approaches and definitions in the national and regional networks and schools of history didactics and historical education. However, the intercultural, transnational and global dimensions of the core concepts of history didactics and historical education have not been elaborated extensively or compared systematically.

The dynamics of the digital revolution with its innovative forms of communication, interaction and media have provoked new relations and thus new perspectives on the idea of »historical consciousness«, »historical thinking« and »historical culture«. In view of the accelerated cultural change, right now seems to be a good moment in history didactics to revise and renew the debate on the core concepts. The Graz Conference aims to make essential steps forward in this direction by putting more emphasis on the intercultural, transnational and global dimensions of this discourse.

The conference creates opportunities to strengthen the international ties and make them more robust in terms of international comparison, exchange of information and results, and the creation of new research networks and projects. In this goal, the conference understands itself in the continuity of international cooperation and comparison in history didactics/theory and practice of historical education, organized for example in the framework of the International Society of History Didactics (ISHD), the International Research Association for History and Social Science Education (irahsse), HEIRNET and the previous initiatives to international debate on theory in history didactics/history education as described in the list of references.