Dimensions of reflexivity

Abstract

This article presents two forms of reflection in historical thinking as the operational dimension of historical consciousness. This distinction not only allows for a refinement of the differentiation of levels or “niveaus” of historical competence according to the FUER-model, but also proves suitable for addressing recent questions regarding a shift in historical culture – including, among other things, recent challenges to traditional historical thinking and learning posed by popular interpretations operating on a different scale than the usual meso-scale-history of decades and centuries, as well as by the emergence of a digital historical culture, including the use of AI – in a historically informed manner and within historical learning. The article concludes with a discussion of the implications and consequences for the culture of learning and assignments in history education.