This monograph presents, for the first time, a coherent theory of history education, thereby filling a research gap. History education is modeled here as a social system, taking its internal logic as a social phenomenon seriously, which aims to develop students' historical consciousness through communicative processes. In this complex context, the dimensions of historical thinking, emotions, communication, media, and language hold particular significance. The volume integrates subject-specific and history-specific theorems into a theory of history education inspired by systems theory. This lays a foundation for empirical research in history education, which can rely on such a subject-specific basis when developing questions and interpreting findings.