The life span of a light bulb. Thoughts on the preservation and decay of a changing object

Marcus Wystub – Is a new light bulb on its way to replace the broken one seen in the photograph of the sewing room at the Wäschefabrik Museum in Bielefeld? The lamps in the background apparently provided the workstations of the seamstresses with light until the 1980s. A look at the room suggests they were part of and a prerequisite for the process of producing linen and clothing. Today, in contrast, they lit up the room for me as a museum visitor.
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Stones and Jinns. Time between Layers of Sedimentation and Hauntology

Margrit Pernau – Koselleck’s metaphor of the layers of sedimentation (Zeitschichten) was and continues to be one of his most productive ideas. Instead of assuming a neat division between the past and the present, this metaphor allows to explore ways in which the past retains its presence in the present. Like in the process of sedimentation – Koselleck here draws on geological knowledge – older layers of history never disappear, but get overlaid by newer deposits. Koselleck’s metaphor has repeatedly translated into visuals.

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Reinhart Koselleck’s metaphorical language: an application of historical semantics to one of its founding figures

Willibald Steinmetz – Anyone who reads Koselleck’s texts in the original German will be aware of two striking features in the ways he uses language: first, a frequent recourse to certain metaphorical expressions, and second, an extensive use of a limited number of rather peculiar words, or, contrariwise, of familiar words in an idiosyncratic way. Not a few of those idiosyncratic expressions, especially the verbs, are used by Koselleck in ways that lay bare the hidden metaphorical resonances they contain.

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KOMPOSITA: Contributions to Reinhart Koselleck’s “Space of Resonance”

Bettina Brandt, Jonathon Catlin, Jana Kristin Hoffmann & Lisa Regazzoni – The historian Reinhart Koselleck would have turned one hundred on April 23, 2023. The work of Koselleck, who died in 2006, is now in vogue in the humanities and historical social sciences, both in Germany and internationally. The fact that Koselleck addressed a basic question of historical scholarship with his contributions to a theory of historical time is a likely factor in this successful reception, as is the diversity of his oeuvre, in which new facets can continually be discovered, and which invites surprising readings.

What conditions should not prevail? History-based learning. Plea for a negative approach to history-based learning

Philipp McLean – The argument unfolded by Lisa Regazzoni in her contribution And If History Were to Turn Its Back on the Future? A Thought-provoking Interjection, which questions the clear intentional and controllable connection between past and future, also opens up significant problems for learning from history. As a conceivable solution to this problem, the negative reference to history(s) is proposed here in order to reflectively derive from history(s) which social conditions should be avoided in the future; without, however, predicting these very developments with teleological certainty or assuming an inevitable development with regard to the improvement of freedom possibilities.
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Climat(s) de changement : Vers un concept « radical » de l’enseignement de l’histoire dans l’Anthropocène ?

Andreas Hübner – La planète sur laquelle nous vivons « est un monde que nous avons créé, mais que nous n’avons pas choisi ». Cette idée, avancée par Georges Monbiot, illustre les défis auxquels le monde est confronté aujourd’hui tout comme les défis que la pensée et l’apprentissage historiques sont appelés à relever. Pourtant, dans la didactique de l’histoire, les réponses aux crises (climatiques) actuelles sont surtout normatives. Pour rappeler la référence de Christian Heuer à la gestion de « l’incertitude » dans l’enseignement de l’histoire, elles sont souvent ancrées dans « l’idée moderne et l’espoir euphorique de pouvoir façonner un avenir meilleur en ‘regardant en arrière’. »
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Climate(s) of Change: Towards a “Radical” Concept of History Education in the Anthropocene?

Andreas Hübner – The planet we live on “is a world of our making, but not of our choice.” This proposition, put forward by Georges Monbiot, illustrates the challenges the world faces today just as it illustrates the challenges that historical thinking and historical learning are called to face. Yet, in history didactics, responses to current (climate) crises are mostly normative; and, to recall Christian Heuer’s reference to dealing with ‘uncertainty’ in teaching history, they are often rooted in “the modern idea and euphoric hope of being able to shape a better future by ‘looking back’.”
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Die Brenndauer einer Glühbirne. Überlegungen zum Erhalt und Verfall eines sich verändernden Objekts

Marcus Wystub – Ist schon eine neue Glühbirne auf dem Weg, um die kaputte Lampe zu ersetzen, die in der Fotografie vom Nähsaal des Museum Wäschefabrik in Bielefeld zu sehen ist? Die Lampen im Hintergrund sind hell erleuchtet. Sie spendeten scheinbar den Näherinnen an ihren Arbeitsplätzen bis in die 1980er-Jahre Licht. Die Lampen, so lässt der Blick in den Raum vermuten, waren wohl Teil und Voraussetzung des Arbeitsprozesses zur Herstellung von Wäsche und Bekleidung. Beim Besuch heute erhellen sie stattdessen mir als Museumsgast den Raum.

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