Abstract In an era marked by an overwhelming presence of ephemeral information and an apparent flattening of historical perspective, the communication of archaeology faces unprecedented challenges. This paper proposes a reflection on the necessity and foundations of a pedagogy for archaeological communication, adapted to the contemporary context we term “a-historical.” Characterized by the general public’s difficulty in relating to the past in terms of continuity and causality, this a-historical world demands a rethinking of how archaeology, as the science of material remains, conveys its message. We argue that such a pedagogy must not be limited to the mere dissemination of scientific results, but should aim to cultivate a critical consciousness of temporality, cultural alterity, and the complexity of historical processes. The paper explores the theoretical foundations of such an approach, proposing a series of minimal principles—radical contextualization, multivocal dialogue, ethical engagement, and reflexive narrativization—and outlines concrete directions for action, from museum practices and formal education to new digital media and community archaeology.
Constantin Necula (Mon,) studied this question.