How did LETHE come about?

LETHE: sounding silences

Most of the members of the project had previously exchanged their reflections on the teaching of history in different international fora on history education. We realised that, despite our different locations, we shared common problems and faced similar challenges. The most urgent of these was how to teach more inclusive histories that are more reflective of our student population. Our objective in this project is to give voice to those stories  that are often absent from the pages of textbooks and the content of history curricula . And so, from these conversations and discussions, the LETHE Project was born.

Meet the LETHE team arrow_forward

How did LETHE come about?

LETHE: sounding silences

Most of the members of the project had previously exchanged their reflections on the teaching of history in different international fora on history education. We realised that, despite our different locations, we shared common problems and faced similar challenges. The most urgent of these was how to teach more inclusive histories that are more reflective of our student population. Our objective in this project is to give voice to those stories  that are often absent from the pages of textbooks and the content of history curricula . And so, from these conversations and discussions, the LETHE Project was born.

Meet the LETHE team arrow_forward
2022 Lethe Project en Murcia (España). Erasmus Plus. UE.
2023 Lethe Project en Dublí­n (Irlanda). Erasmus Plus. UE.
2022 Lethe Project en Murcia (España). Erasmus Plus. UE.
2023 Lethe Project en Dublí­n (Irlanda). Erasmus Plus. UE.

What are its aims?

The LETHE project is focused on developing a useful digital tool for students and teachers who seek to explore the role that diverse cultures and social groups have had in the development of the current EU. Through these stories, the LETHE Project also aims to promote the development of critical historical thinking in digital environments through historical enquiry and object-based learning.

This is where the LETHE project shows its full potential, as it aims to guide teachers to introduce multiculturalism and multiperspectivity in history lessons in active and creative ways. This project is aimed at both history teachers in Primary and Secondary Education and students aged 10 to 14 years.

EThe Project explores the invisible, hidden, forgotten or silenced histories of Europe using innovative technologies and research-based activities that are designed to improve key competencies such as critical thinking and literacy skills.

The team have designed a wide range of digital learning tools, training materials and modules to present teachers and educators across Europe with an inclusive and innovative approach to history education that will enable students to engage with cultural and material heritage through pedagogies such as historical enquiry and object-based learning.

The Project has established a transnational network across Europe to share cultural experiences, build joint arguments and adopt best pedagogical practices in an online environment. This network supports teachers, educational communities and institutions (related to formal and non-formal education) on introducing innovative pedagogical practices into their teaching.

Documents

In this section, you can find the documents that have guided the implementation of the project. These will  provide you with a deeper understanding of the development of the LETHE Project.




Why LETHE?

In Greek mythology, Lethe was both a goddess and a river. Drinking from the waters of the river Lethe in the underworld of Hades, caused oblivion and forgetfulness. In today’s society, we have forgotten or silenced many stories and histories.  The LETHE project gives students the tools to reclaim the hidden histories that for a myriad of reasons, modern society has forgotten.

The artwork chosen to inspire the LETHE logo symbolises Lethe's forgetfulness, but also, in its new form, represents our commitment to unearth and give a voice to forgotten histories.

The "Lethe" sculpture that originally inspired our logo was created in 1908 by German sculptor Wilhelm Wandschneider (1866-1942). His statue shows the goddess Lethe drinking from the waters of the river Lethe. It is important to acknowledge that Wandschneider accepted numerous commissions during his lifetime, including commissions from members of the Nazi Party. Like many artists, Wandschneider joined the Nazi Party in 1930 and benefited from Nazi rule through further commissions.

The LETHE project breaks Wandschneider's statue into pieces to represent the diverse, and dynamic stories that make up Europe's hidden narratives. The new recontextualised image infuses colour into Wandschneider's grey and lifeless statue, each colour representing the types of hidden or silenced histories society has forgotten. 

LETHE, in her new design, symbolises the interculturality, transnationality and diversity of the many cultures and voices that lie behind the history of Europe.

Meet the LETHE team

Our team is more than a group of professionals, we are passionate about what we do. We operate in the fields of research, teaching and dissemination of history, archaeology, art history and didactics. We are, therefore, both a multidisciplinary and transnational team and that brings richness and diverse points of view to the project.

Laura Arias-Ferrer

Laura Arias-Ferrer

Universidad de Murcia - España

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Alejandro Egea-Vivancos

Alejandro Egea-Vivancos

Universidad de Murcia - España

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Caitriona Ní Cassaithe

Caitriona Ní Cassaithe

Dublin City University - Irlanda

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Kenneth Nordgren

Kenneth Nordgren

Centro para la Enseñanza de las Ciencias Sociales (CSD). Universidad de Karlstad - Suecia

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Helena Pinto

Helena Pinto

Agrupamento de Escolas do Vale de S. Torcato Portugal - Portugal

Sebastian Barsch

Sebastian Barsch

Universität zu Köln - Alemania

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Alexandra Chavarria

Università degli Studi di Padova - Italia

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Kostas Kasvikis

Kostas Kasvikis

University of Western Macedonia - Grecia

Anna Lienau

Anna Lienau

Christian-Albrechts-Universität zu Kiel - Alemania

Christian Mathis

Christian Mathis

Pädagogische Hochschule Zürich - Suiza

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Sara Pernas García. IES Gran Alacant

Sara Pernas

- España

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Sebastián Molina-Puche

Sebastián Molina-Puche

Universidad de Murcia - España

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Maria Johansson

Maria Johansson

Centro para la Enseñanza de las Ciencias Sociales (CSD). Universidad de Karlstad - Suecia

Peter Whelan

Peter Whelan

Dublin City University - Irlanda

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Maria Barry

Maria Barry

Dublin City University - Irlanda

Ulrik Holmberg

Ulrik Holmberg

Centro para la Enseñanza de las Ciencias Sociales (CSD). Universidad de Karlstad - Suecia

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Helena Jiménez Vialás. Universidad de Murcia

Helena Jiménez-Vialas

Universidad de Murcia - España

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Jorge Ortuño-Molina

Jorge Ortuño-Molina

Universidad de Murcia - España

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Esperanza Clares-Clares

Esperanza Clares-Clares

Universidad de Murcia - España

Patrik Johansson

Patrik Johansson

Centro para la Enseñanza de las Ciencias Sociales (CSD). Universidad de Karlstad - Suecia

Branca Maria Pereira

Agrupamento de Escolas do Vale de S. Torcato Portugal - Portugal

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Andres Hübner

Andreas Hübner

Christian-Albrechts-Universität zu Kiel - Alemania

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Fuensanta Monroy-Hernández

Universidad de Murcia - España

Erik Balschun

Selma-Lägerlof-Gem - Alemania

Beatrice Kümin

Pädagogische Hochschule Zürich - Suiza

Jonas Dischl

Pädagogische Hochschule Zürich - Suiza

Flora Langbehn

Selma-Lägerlof-Gem - Alemania

Adrián Bru Serrano. IES Torrellano. Elche

Adrián Bru Serrano

IES Torrellano - España

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Marianne Grace Z. Araneta

Università degli Studi di Padova - Italia

Ricardo Silva

Agrupamento de Escolas do Vale de S. Torcato Portugal - Portugal

Víctor Insa Martínez

IES Torrellano - España

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Andreas Andreou

University of Western Macedonia - Grecia