Knowledge Transfer and Learning Experience

Archival Pedagogy in National Archives of Hungary Baranya County Archives

Abstract

Archives were initially closed institutions which served primarily administrative and scholarly purposes. However, throughout the past century, archives have undergone a gradual transformation as their functions have expanded: their role in public education and knowledge dissemination has also become increasingly significant. Within this process, archival pedagogy initiatives play a particularly fundamental role. At first, they manifested in the organization of exhibitions and repository visits, but closer collaboration with educational institutions enabled the development of more complex educational programs. As a form of non-formal education, archival pedagogy plays a prominent role in competency building and source-based history teaching. Using written sources for pedagogical purposes not only enhances skills such as critical thinking, communication and problem-solving, but also encourages an experiential and creative interpretation of history. Archival pedagogy activities create new, alternative learning environments which, through direct experiences, promote the shaping of students’ historical awareness. In recent years, the Baranya County Archives of the Hungarian National Archives have consistently developed new programs that align with the school curriculum and support teachers. This study presents a family history–themed session, discussing the elements of the program as well as the chosen methods and practical experiences. Our aim is to increase the accessibility of archival pedagogy activities and, with local and family history–based approaches, make history more tangible for students. In this way, we support the transmission of knowledge while also cultivating critical thinking, local identity and personal engagement. In the long term, we contribute to enriching the historical perspectives of younger generations.