This selection seeks to inform the international public. Most ofthe writings it contains were
published earlier in Hungarian and this is footnoted in the titles. Versions of the first
andfourth pieces were initially used as teaching materials forthe university-level instruction
of history teachers. Thesecond study appeared in a volume of English languagestudies published
by the Hungarian Institute for EducationalResearch and Development. The third chapter is an
excerptfrom a secondary school textbook still in use in Hungary today.The inclusion of the
textbook chapter has a dual function. Firstly to inform theinternational public about the
processes of the past decades in Hungary and theirappearance in textbooks and secondly to
showcase multiperspectivity as well ascompetency- and activity-based preparation in teaching
practice.Its inclusion in this volume intends to help readers who are unfamilar with
thecircumstances in Hungary to better understand the context in which processesrelated to the
teaching of history have taken place in the past decades. The penultimatestudy is a condensed
version of work written together with my colleague ÁgnesF. Dárdai and was published in the
anniversary volume of the online didacticsjournal History Teaching and the last one was
published in the 2020 yearbook ofthe International Society for History Didactics.The writings
in this volume provide insight mainly into the main trends of theteaching of history in Hungary
in the quarter-century after 1990 when in additionto the shaping of the national identity a
genuine effort to commit to European valuesand the implementation of the elements of
modernization in Hungary featuredprominently. The writings seek to serve the formation and
development of historicalliteracy undertaken in the search for responses to new challenges. The
author - asis evident in the writings - places great importance on the shaping of
democraticattitudes the formation of collective identity the passing on of a common
culturalcode system the experience-based multiperspective and varied processing ofconcrete
histories and historical documents (sources) and the practice of adaptivehistorical thinking
skills that may be based on the recognition of analogies andpatterns for the advancement of
citizenship education. This is all done in the hopethat acquiring historical literacy can help
the coming generations approach futurelocal regional national European and global issues
with a realistic knowledge ofthe past and historical consciousness and get sufficient
underpinning for theirsocialization in society as well as the pursuit of their personal lives.
