The article presents a historical narrative model designed to encourage analytical thinking. My historical narrative inquiry model (a) teaches procedural knowledge (the process of “doing” history); (b) enhances interpretative skills; (c) cultivates historical perspectives based upon evidentiary history; and (d) encourages student authorship of historical narratives. The instructional model emphasizes small- and large-group activities, including oral presentations, discussions about primary documents, and considerations relative to the creation of written history. Students generate their own historical narratives in order to articulate their perspectives. The purpose of the model is to facilitate students’ historical understandings by developing more empathetic perceptions of the people of the past.

Exploring Paul Ricoeur's hermeneutics, we craft a collection of generated and found poems reflecting Ricoeur's philosophies. Also, we represent transcripts of interviews with a graduate student as found poems to explore the nuances of her life as a student of qualitative research. We invite our readers into a coconstructed space of poetic interpretation.

PurposeDefined as perceiving the past via the lens of former peoples, historical empathy engenders rich cognitive and affective understandings. Drawing on Ricoeur's hermeneutics (1981, 2004), this paper departs from previous work on historical empathy by conceiving empathy as dialogically mediated by sociocultural and narrative perceptions.Design/methodology/approachThis hermeneutic phenomenology explores eight adolescents' engagements with primary sources from the Second World War.FindingsThis study reveals the power of empathy to draw the students into the past and to investigate sources. Alternately, the students struggled with fanciful elaborations and overidentifications with historical figures.Practical implicationsCultivating wise judgments begins with accepting the inherent link between students' historicity and historical empathy and then teaching students to wisely interpret.Originality/valueThis study broadens historical empathy's framework to include Ricoeur's hermeneutic philosophies of narrative and history.

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In our hermeneutic reflection, we explore an assistant professor's transformation, the cognitive, affective, and conative changes relative to her experience teaching a newly formed, doctoral qualitative research course. We illuminate her perspective shifts: disorientation, grief, and soulful renewal amid the infusion of corporate practices in higher education. Accordingly, we share our reconstructions of doctoral mentorship, representing new ways of knowing and living in the academy.