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When people still had enough time to live
Education of girls from Hungarian aristocratic families, from the 1860s until 1947
time bygone culture, so they can be regarded as the imprints of cultural memory ( Assmann, 2013 , pp. 20–21). Education can be considered aristocracy's identity-preserving factor; however, the authors' richness of details in dwelling on this aspect
history teaching-centered approach to the complex social sciences approach dubbed “civic education”. Consequently, the core curriculum simultaneously presented the two forms of collective memory: the communicative and the cultural memory ( Assmann, 2004
, Geschichte Jahrgangsstufen 7–10 [Framework Curriculum for Berlin/Brandenburg, Part C, History, Academic Years 7–10]. 2015, p. 37.) Deconstruction Critique of eurocentrism/national narratives ‘evaluate the appropriateness of historical cultural memories of
substance to this line of thinking; societies rely on processes that make their “cultural memory” ( Donald, 2018 ) accessible to new generations. But, the problem is if it is reasonable to assume that these, essentially reproductive, metaphors tell the full
: Held, D. – Thompson, J. B. (eds.): Social theory of modern societies: Anthony Giddens and his critics . Cambridge University Press, Cambridge. Tucker, K. H. (1997): Aesthetics, Play and Cultural Memory: Giddens and Habermas
