Historical Thinking

Developing historical thinking is becoming an overarching goal of history education, at least on the declarative level. The concept is not new and has been developed for many years in various national and international contexts. However, its scope and contents, and especially the methods of transferring it onto everyday school practice still remain work in progress for they involve major re-structuring of traditional ways of teaching. In this case, modernizing history education is not about incorporating new technologies but rather about developing new approaches to any and all resources used in the classroom and issues discussed in the process of history education. Some of the papers in this issue of JHEC address the issues posed by the use of films, museums, writing, and the introduction of local and regional history in history education.Starting from this year, JHEC launches its new section devoted to book reviews. It discusses publications related to history didactics and all aspects of historical culture and history education in the past and present, published in the recent years in the English language.

Eleni Apostolidou, lecturer of History Didactis at the Department of Primary School Education of the University of Ioannina, Greece. Fien Depaepe, PhD, associate professor in Educational Sciences at Leuven University (KU Leuven, Belgium). Harry Haue, PhD, professor emeritus of history didactics and educational history at the Department for the Study of Culture, University of Southern Denmark. Terry Haydn, PhD, Professor of Education at the University of East Anglia, England. Christian Heuer, PhD, Post-Doc Researcher at the University of Education Heidelberg (Germany). Csaba Jancsák, PhD, sociologist, leader of Hungarian Academy of Sciences - University of Szeged Oral History and History Education Research Group (MTA-SZTE OHERG). Ágnes Képiró, researcher, member of Hungarian Academy of Sciences - University of Szeged Oral History and History Education Research Group (MTA-SZTE OHERG). Danuta Konieczka-?liwi?ska, PhD habil., associate professor at the Institute of History, Adam Mickiewicz University in Pozna? (Poland). Georg Marschnig, PhD, Lecturer for the Didactics of History (University of Graz) and Secondary School Teacher for History and German. Maria Mavormmati, PhD, Aristotle University, Department of Primary Education and Hellenic Open University. Najat Ouakrim-Soivio, PhD, Senior adviser, Ministry of Education and Culture, Finland. Jukka Rantala, PhD, professor of History and Social Studies Education at the University of Helsinki, Finland. Eszter Sz?nyi, researcher, member of Hungarian Academy of Sciences - University of Szeged Oral History and History Education Research Group (MTA-SZTE OHERG). Laura Triviño-Cabrera, PhD, Professor of Social Sciences Didactics at the Faculty of Education Sciences of the University of Málaga (Spain). Barnabas Vajda, PhD, associate professor of history at the Department of History, University of Pécs and associate professor at the History Department of the University of J. Selye, Komárno, Slovakia. Floor van Alphen, PhD, research fellow (Comunidad Autónoma de Madrid Research Talent Attraction Programme), at the Basic Psychology Department of Autónoma University Madrid (Spain). Karel Van Nieuwenhuyse, PhD, assistant professor in History Didactics, at Leuven University (Belgium). Cynthia Wallace-Casey, PhD, SSHRC Postdoctoral Research Fellow at the University of Ottawa and member of The Making History Research Unit. Marjolein Wilke, doctoral student at the history department at Leuven University (KU Leuven, Belgium).