Το Τμήμα Ψυχολογίας του Πανεπιστημίου Κύπρου διοργανώνει διάλεξη με ομιλητή τον Professor Falk Pingel, Associated Fellow of the Georg Eckert Institute for International Textbook Research in Braunschweig/Germany
ΘΕΜΑ: « Can Truth Be Negotiated? A global perspective on History Textbook Revision as a Means to Reconciliation»
Σάββατο , 17 Μαΐου 2014
Ώρα: 09:30-11:30
Αμφιθέατρο, Β108, υπόγειο Α. Γ. Λεβέντη
Σημ. Τους συμμετέχοντες της Δράσης ISCH COST Action IS1205 «Social psychological dynamics of historical representations in the enlarged European Union», http://www.cost.eu/domains_actions/isch/Actions/IS1205 στα πλαίσια του οποίου το Εργαστήριο Γενετικής Κοινωνικής Ψυχολογίας διοργανώνει αυτή την ομιλία θα χαιρετίσει ο Πρόεδρος του Τμήματος Ψυχολογίας, Αν. Καθηγητής Τίμος Παπαδόπουλος.
Ακολουθεί περίληψη της ομιλίας και βιογραφικό σημείωμα του ομιλητή
ΠΕΡΙΛΗΨΗ ΟΜΙΛΙΑΣ
International school textbook revision and research became a professional academic activity after the First World War. It broadened its scope and methodological approaches considerably after the collapse of the bipolar world. Today, a number of different agencies, such as international governmental institutions, NGOs, and academic as well as pedagogical institutions are involved in projects on the revision of history teaching in postconflict societies. This article examines the pros and cons of different project designs, focusing on the sometimes contradictory aims projects are expected to achieve and on the interplay between the various agencies. Examples highlighting the reconstruction and reconciliation process are taken from Bosnia and Herzegovina, Israel-Palestine, and Rwanda and South Africa.
ΒΙΟΓΡΑΦΙΚΟ ΣΗΜΕΙΩΜΑ ΟΜΙΛΗΤΗ
Falk Pingel, PhD, Associated Fellow of the Georg Eckert Institute for International Textbook Research in Braunschweig/Germany, was for many years the institute’s deputy director. In 2003/2004, he was the first director of the OSCE’s Education Department in Sarajewo, Bosnia and Herzegovina. He also taught contemporary history as well as theory and didactics of history at Bielefeld University. He has conducted comparative textbook projects, amongst others, in Israel-Palestine, East Asia, South Africa, and the Balkans. Since his retirement in 2009, he has been a consultant on issues of textbook and curriculum research and revision to governmental and academic institutions as well as international organisations such as UNESCO, OSCE, and the Council of Europe. He has special interest in the teaching of contested issues and conflicting histories. How can the teaching of such topics contribute to peaceful conflict resolution?
Amongst his publications are:
UNESCO Guidebook on International Textbook Research and Textbook Revision. 2nd, rev. and extended ed., Braunschweig/Paris: Georg Eckert Institute/UNESCO, 2010 (Korean ed. Seoul: Northeast Asian History Foundation, 2011; Hebrew and Arabic eds. in preparation)
The European home: representations of 20th century Europe in history textbooks, Strasbourg: Council of Europe, 2000
History as a Project of the Future: the European history textbook debate, in: Karina V. Korostelina/Simone Lässig (eds.): History Education and Post-Conflict Reconciliation. Reconsidering joint textbook projects, London: Routledge, 2013, 155-176
Mediating Textbook Conflicts, in: Gotelind Müller (ed.): Designing History in East Asian Textbooks. Identity Politics and Transnational Aspirations, London: Routledge, 2011, 245-276
Dealing with Conflict - New Perspectives in International Textbook Revision, in: Lukas Perikleous and Denis Shemilt (eds.): The Future of the Past. Why History Education Matters, Nicosia: The Association for Historical Dialogue and Research, 2011, 405-431
Old and New Models of Textbook Revision and Their Impact on the East Asian History Debate, in: The Journal of Northeast Asian History, vol. 7,2 (winter 2010), 5-36
From Ownership to Intervention – or Vice Versa? Textbook Revision in Bosnia and Herzegovina. In: Augusta Dimou (ed.), “Transition” and the Politics of History Education in Southeastern Europe. Göttingen: Vandenhoeck & Ruprecht, 2009, pp. 251-305
From Evasion to a Crucial Tool of Moral and Political Education: Teaching National Socialism and the Holocaust in Germany, in: Stuart J. Foster/Keith A. Crawford (ed.): What Shall We Tell the Children? International Perspectives on School History Textbooks, Greenwich/Conn.: Information Age Publishing, 2006, 131-153
Reform or Conform: German reunification and its consequences for history schoolbooks and curricula, in: Jason Nicholls (ed.): School History Textbooks across Cultures: international debates and perspectives, Oxford: Symposium Books, 2006, 61-82.
Dr. Falk Pingel, 77, Froebelst., D-33604 Bielefeld, Phone: +49 521 21253 e-mail
fpingel@gmx.de
