Elaborating historical thinking on monuments

Abstract

Public history culture recently is characterized by controversial debates on monuments, their replacement or alteration. History education which aims at enabling and empowering stu- dents 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 lat- ter, 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.