Elaborating historical thinking on monuments

Public history culture recently is characterized by controversial debates on monuments, their replacement or alteration. History education which aims at enabling and empowering students to partake in such controversial public history culture needs to address these in terms of developing historical consciousness and competencies of historical thinking. For the latter, Stéphane Lévesque recently presented a framework, which this article interprets and evaluates, both elaborating it further for reflecting monuments’ diversity and proposing an alternative to Lévesque’s proposal of levels of the necessary competencies. (DIPF/Orig.)