Didactics of Remembrance

Resumo

The ability to learn and the dependence on learning is one of the anthropological universals. Learning was and is subject to control processes at all times and in all places. All cultural heritage has its anthropological foundation in learning. Dealing with this dimension of cultural heritage takes on a new questionability in view of the post- and decolonial perspectives in the second half of the 20th century. It becomes clear that such narratives of cultural heritage were and are usually narratives of domination. At the same time, a look at human learning teaches one thing above all: the perspectival limitation of every narrative, which goes hand in hand with repressions and fade-outs. It can no longer be a matter of reassuring oneself of one’s own identity through history. On the contrary, the function is precisely to perceive what is supposedly identity-forming as the foreign, the other, the confusing. What stands before one‘s eyes is that strangeness opens one‘s eyes to one‘s own. Reflection creates the possibility of seeing through what is supposedly self-evident as what is not.