Hydrology has developed through centuries of empirical observations, evolving paradigms, and a gradual accumulation of knowledge shaped by trial and error. This session argues that a critical synthesis of hydrology’s history is vital for both education and the continued evolution of the discipline. We highlight several key themes:
• Understanding conceptual change: Foundational ideas, such as catchment response to rainfall, often evolved slowly due to measurement limitations and entrenched perceptual models. Major conceptual shifts were frequently triggered by external innovations, such as environmental tracers in the 1970s and, later, remote sensing and spatio-temporal datasets.
• Reinterpreting past “errors”: Many now‐outdated ideas were products of their time, shaped by available technology, scientific paradigms, and societal context. Recognizing and moving beyond them required both new data and the willingness to challenge prevailing assumptions.
• Preserving historical data: Documenting past hydrological observations, catchment histories, and associated metadata—including uncertainties and fragmentary evidence—is crucial for reconstructing how knowledge and practices have changed over time.
From a teaching perspective, these insights call for curricula that go beyond presenting “accepted theory” to include historical case studies of how hydrological knowledge emerged, was contested, and transformed. Such approaches help students critically engage with uncertainty, appreciate the contingent nature of scientific progress, and better understand the origins and limitations of current models.
We welcome contributions that explore the future of education—and, by extension, the future of hydrology as a scientific discipline—while reflecting on lessons learned from the past. Submissions may address, but are not limited to, questions such as: What past trials and failures in hydrology have been under‐recognized? How can historical stories be made accessible and engaging in teaching hydrology? What role do archives, data preservation, biographies, and narratives play? And how might emerging tools (e.g. machine learning, digitization of old records) support both historical scholarship and improved hydrological education?