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This contribution revisits the dictum "history is the teacher of life" (historia magistra vitae) and shows that modern knowledge-societies are beginning to use their growing information about natural and human history to address present-day problems. Starting with Leopold von Ranke's refusal to investi- gate history for the benefit of learning from it, the essay cites two contem- porary attempts at extracting useful knowledge from history: "real-world experiments" and "natural experiments." Wolfgang Krohn developed the former with collaborators in Bielefeld and Jared Diamond features the latter.

Knowledge and Nature: History as the Teacher of Life Revisited