This selection seeks to inform the international public. Most of the writings it contains were published earlier in Hungarian, and this is footnoted in the titles. Versions of the first and fourth pieces were initially used as teaching materials for the university-level instruction of history teachers. The second study appeared in a volume of English language studies published by the Hungarian Institute for Educational Research and Development. The third chapter is an excerpt from a secondary school textbook still in use in Hungary today. The inclusion of the textbook chapter has a dual function. Firstly, to inform the international public about the processes of the past decades in Hungary and their appearance in textbooks and secondly, to showcase multiperspectivity as well as competency- and activity-based preparation in teaching practice. Its inclusion in this volume intends to help readers who are unfamilar with the circumstances in Hungary to better understand the context in which processes related to the teaching of history have taken place in the past decades. The penultimate study is a condensed version of work written together with my colleague Ágnes F. Dárdai and was published in the anniversary volume of the online didactics journal History Teaching and the last one was published in the 2020 yearbook of the International Society for History Didactics. The writings in this volume provide insight mainly into the main trends of the teaching of history in Hungary in the quarter-century after 1990, when, in addition to the shaping of the national identity, a genuine effort to commit to European values and the implementation of the elements of modernization in Hungary featured prominently. The writings seek to serve the formation and development of historical literacy undertaken in the search for responses to new challenges. The author – as is evident in the writings – places great importance on the shaping of democratic attitudes, the formation of collective identity, the passing on of a common cultural code system, the experience-based, multiperspective and varied processing of concrete histories and historical documents (sources), and the practice of adaptive historical thinking skills that may be based on the recognition of analogies and patterns for the advancement of citizenship education. This is all done in the hope that acquiring historical literacy can help the coming generations approach future local, regional, national, European and global issues with a realistic knowledge of the past and historical consciousness, and get sufficient underpinning for their socialization in society as well as the pursuit of their personal lives.weiterlesen