In dieser Untersuchung zeichnet von Beyme systematisch die historische Entwicklung des parlamentarischen Systems seit der französischen Revolution nach.
This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts.
Providing an innovative conceptualization to extremist political movements founded upon "e;world-historic"e; populations and vanguard party organizations, Vanguardism sets out a new path in investigating the intellectual and historical influences that created extremist politics, the totalitarian movements and regimes of the twentieth century, and a framework for interpreting extremism in the present.
Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings.
Written by one of the most eminent, (if sometimes disputed) historians of the 20th century, this book, originally published in 1939, gives guidance to the would-be historian on historical sources, research and evidence.
Engaging with the work of Nobel Prize-winning poet Odysseus Elytis within the framework of international modernism, Marinos Pourgouris places the poet's work in the context of other modernist and surrealist writers in Europe.
In this book, practitioners and students discover perspectives on landscape, place, heritage, memory, emotions and geopolitics intertwined in evolving citizenship and democratization debates.
This volume presents the intellectual autobiographies of fourteen leading scholars in the fields of history, literature, film and cultural studies who have dedicated a considerable part of their career to researching the history and memories of France during the Second World War.
This book explores literature in its role as a sacred text within the confines of 19th-century French primary and secondary education, helping the school to take over the role of spiritual authority from the Catholic Church.
This book synthesizes in-depth bioarchaeological research into diet, subsistence regimes, and nutrition-and corresponding insights into adaptation, suffering, and resilience-among indigenous north-coastal Peruvian communities from early agricultural through European colonial periods.
Numerous scientists have taken part in the war effort during World War I, but few gave it the passionate energy of the prominent Italian mathematician Volterra.
A member of the same intellectual generation as Harold Innis, Northrop Frye, and George Grant, Donald Creighton (1902–1979) was English Canada’s first great historian.
Bernadette HA fer's innovative and ambitious monograph argues that the epistemology of the Cartesian mind/body dualism, and its insistence on the primacy of analytic thought over bodily function, has surprisingly little purchase in texts by prominent classical writers.
This book follows four Seventeenth-century Englishmen on their journeys around the Ottoman Empire while the British were, for the first time in history, becoming important players in the Mediterranean.
Leon Battista Alberti (1404-1472) was the most versatile humanist of the fifteenth century: author of numerous compositions in both Latin and Italian, and a groundbreaking theorist of painting, sculpture, and architecture.
This book is about the entanglement of heritage and resistance in different situations of conflicts, and the opportunities this entanglement may provide for social justice.
This book investigates the September 11, 2001 attacks as a case study of cultural trauma, as well as how the use of widely-distributed, easily-accessible forms of popular culture can similarly focalize evaluation of other moments of acute and profoundly troubling historical change.
While there is an growing body of work on space and place in many disciplines, less attention has been paid to how a spatial approach illuminates the societies and cultures of the past.
In 1961 the Centre for the Study of the History of Education at Ghent University, Belgium published the first issue of the multilingual journal Paedagogica Historica: International Journal of the History of Education.
Beginning with the medieval period, this book collates and reviews first-hand scholarship on Muslims in the Middle East and South Asia, as noted down by eminent British travellers, sleuths and observers of lived Islam.
This book explores the relationship between economic thought, proposals for reform of political institutions, and civil society in the period between the rise to power of Napoleon and the eve of the First World War in Italy and France - two countries with a similar cultural and political tradition and with personal mobility of the intellectual class.
This book brings together ten empirically rich and theoretically informed contributions that aim to clarify both geo-historical specificities and common transnational and global features of the cultures and practices of boundary making that shaped modern statehood.
Questions about the relationship between historical research and contemporary social and practical problems have posed a challenge to generations of historians, as well as to philosophers and theorists of history.
