Click to increase image sizeClick to decrease image size Notes 1. Rüsen's typology was not based on empirical studies of learning. It is ‘theoretical’, founded in psychology and historiography. The typology was applied in the comparative research study Youth and History (Angvik and von Borries 1997 Angvik, M. and Von Borries, B., eds. 1997. Youth and History: A Comparative European Survey on Historical Consciousness and Political Attitudes Among Adolescents, Hamburg, Germany: Körber‐Stiftung. [Google Scholar]) where, however, the range of research interests and themes was too broad to enable more than a limited number of focused conclusions on the growth of historical consciousness. 2. Marxism, with its historical dialectics, was actually one mode of historical consciousness. Because of this, it would be interesting to discuss historical consciousness with representatives from the post‐communist countries. Additional informationNotes on contributorsSirkka AhonenThe book reviewed here is Peter Seixas (ed.), Theorizing Historical Consciousness (Toronto: University of Toronto Press, 2004), xi + 255 pp., CND$60 (hbk), ISBN 0‐8020‐8713‐2. Sirkka Ahonen is a professor in social studies education in the Department of Applied Sciences of Education, PB 9, 00014 University of Helsinki, Finland; e‐mail: sirkka.ahonen@helsinki.fi. Her research has focused on post‐communist history curricula in eastern central Europe, the formation of historical identity among young adults in Finland, and the role of school in the making of civic society in the Nordic countries. She is the author of Clio Sans Uniform: A Study of Post‐Marxist Transformation of the History Curricula in East Germany and Estonia, 1986–1991 (Helsinki: Academiae Scientiarum Fennicae, 1992), Historiaton sukupolvi [The No‐History Generation? The Reception of History and the Construction of Historical Identity by Young People in the 1990s] (Helsinki: Finnish Historical Society, 1998), Yhteinen koulu: tasa‐arvoa vai tasapäisyyttä? [The Common School: Equality of Uniformity? Equal Opportunity in Education from J. V. Snellman to Today] (Tampere, Finland: Vastapaino, 2003), and the co‐editor of Nordic Lights: Education for Nation and Civic Society in the Nordic Countries, 1850–2000 (Helsinki: Finnish Literature Society, 2001).