The term of history teaching was introduced into the French language to give an account at the same time of the specificity of some Histoire S compared to others and to show the common point between stories classified differently by the erudite world.
As regards specificity, it is not simple to define; Robert Ornstein tries to do it: “Surfaces some, the stories lesson appear often not very different from the magic tales and the folk stories. But they are conceived to include features and relations - their characters, their suspense, their imaginary universe - who nourish part of the thought which is not accessible by more direct means, thus widening our field of comprehension. Moreover our capacity to develop a critical thought is sharpened.”
The term is particularly employed to indicate the stories of the world Soufi like those of Nasr Eddin Hodja or Farid Al-Din Attar.
Some evoke the capacity of this term to be been used as class with categories of history like the Koan Zen or the Parabole. It seems quite as inadequate to name a parabola “history teaching” as to name a history teaching “parabola”. And so on with the terms “moral History”, koan, etc.
This fact does not prevent that such history teaching of the world soufi can strongly resemble such evangelic parabola of the Monde (gréco-Christian), with such moral Histoire or Fable of old Greece, with such Midrash of the biblical world, etc.
In the same way, on the level of the characters, one observes similarities between Nasr Eddin Hodja and the Schlemel of such Jewish Histoire for example.
See too
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