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The development of both history and education, as reflections on human beings in their individual and social constitution, occurred in their institutionalized forms in the mid-eighteenth century. This development was closely linked to the emergence of the idea of the nation in the eighteenth century and of nation-states in the nineteenth century, and initially showed comparable developments in the homogenization and standardization of knowledge. Against this background, the entry first discusses the school subject of history and points to its ideological vulnerability and lack of international comparison. The entry then turns to a subject that was primarily used in teacher training: history of education. It first points to Germany's pioneering role, outlines international receptions, and then identifies national configurations in the twentieth century, concluding, as in the case of history as a school subject, with an emphasis on the need for international comparative research.

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eng

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