Abstract
History is a complex subject with a complex epistemology, offering multiple and often contradictory explanations for and why things are the way they are today. It should therefore be thought of as "a model of thinking" rather than a strict chronological narrative or historical canon, especially because chronologies and canons oversimplify the past, leaving out 99.9% of what happened, particularly the experiences of common people. Therefore, History education must build historical thought competence. History must be taught from multiple perspectives, and should start from children's own needs and experiences. From there, the curriculum should go on to explore processes of change, specific events of critical importance to students, and research methodologies. For youngsters and children, case studies can be used to make events more concrete and meaningful. Older students can study historical themes and processes on a more abstract level.
Keywords:
historic thought; teaching of History; historical learning