The Difficulty of Teaching Historical Landscape

Abstract

Identity and anti-modernity seem the fundamental concepts consider the historical landscape in Italian schools. These concepts characterize the Italian educational systems that deal with landscape and territory. The task of teaching in this situation is that of the deconstruction of stereotypes and misconceptions. It is possible to set up a historical didactic, based on the insertion of historical landscapes in large space-time contexts, and overcome the micro-histories, which characterize most of the Italian didactic experiences. The definition of history as “science of the invisible” suggests a teaching based on a well-trained imagination, of which some examples are given.