The new dynamic that has developed in recent years with the involvement of students in the teaching process is the most suitable condition for utilizing sources during instruction.

Direct teaching and the monotonous monologue of teachers give way to exploratory processes and participatory dialogue. The authority of the teacher is replaced by a shared responsibility in the pursuit of truth by both teacher and student.

Historical sources provide all these possibilities while also aiming to cultivate critical thinking and historical judgment. In such an atmosphere, the student is not a passive recipient of a truth discovered by others but a researcher striving to attain historical truth through the processing of historical sources.

A task that is by no means easy but captivating, when one knows how to search systematically and methodically.

(. . .) [Excerpt from the preface text]