Abstract
This paper discusses problems related to how pedagogical content for teaching history is selected and shaped. It draws attention to the fact that the criteria for defining such content in the teaching of history are still lacking or work only in theory. The inability to overcome these limitations seems to be forcing history teaching into a state of excessive chronological complexity. As a result, teachers and students are left with quasi-synthetic material that often provide a confusing and overwhelming account of historical developments. Such material does not go beyond the surface of political history, promoting a pedagogical environment that is dominated by passive listeners. Therefore, this paper suggests to establish some stepping stones to change the way education and the teaching of history should be understood; it also focuses on the process of selecting and shaping pedagogical content. The stepping stones are to be understood as a call for a broader discussion between the stakeholders who influence the actual selection and shaping of the content for teaching history.
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