Emotions in the Teaching of History

The history of teaching history in Europe shows that emotions are highly ambivalent here. One is reminded of forms of history instruction in which identification with the nation was at the center of education. The goal of the teaching of history was not to open it to an understanding of the otherness of other nations and cultures, but instead to seal it off from the foreign. We need to ask how a teaching of history that is open to the other and oriented toward multidimensionality and complexity can also encourage an emotional identification and contribute to the cultivation of a reflexive emotionality. Emotions in the teaching of history are also evaluative, i.e., they evaluate the events discussed and lead to an emotional assessment that is sometimes even independent of the arguments. This emotional evaluation of events or storylines of other people often takes place unconsciously or semiconsciously and is only accessible by consciousness in a limited manner. This evaluating aspect of emotions makes it possible to make distinctions and to understand the meaning of situations, storylines and contexts. Emotions thereby make an important contribution to the understanding of historical events and storylines. Their energetic side can even help the students to find interest and enjoyment in the discussion of historical events, structures and persons. With the aid of reflexive emotionality to the past, the past will gain a new presence and relevance for the future.