A Moderate Hermeneutical Approach to Empathy in History Education

Retz, Tyson

doi:10.1080/00131857.2013.838661

Cited by 28 publications

(27 citation statements)

References 6 publications

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“…Building on Retz's (2018) reexamination of historical empathy, I apply Ricoeur's (1981Ricoeur's ( , 1984Ricoeur's ( , 2004 hermeneutics, broadening historical empathy to include the multitemporal, sociocultural nature of historical inquiry. For instance, Retz (2015), borrowing from Gadamer (1976), explains hermeneutic interpretation embraces readers' contemporary lenses as essential vehicles for understanding the past and students' own historicity. Similarly, Ricoeur contends, interpreters, who exist as beings within the world, walk alongside the past rather than journey to it.…”

Section: Integrating Ricoeur's Hermeneuticsmentioning

confidence: 99%

Experiencing historical empathy's humanizing lenses: adolescents' interpretative flights

Colby

2021

SSRP

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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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Section: Integrating Ricoeur's Hermeneuticsmentioning

confidence: 99%

Experiencing historical empathy's humanizing lenses: adolescents' interpretative flights

Colby

2021

SSRP

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“…The third stance, called 'criterialist', looks for an agreement between the past perspectives in the evidence and the present perspective of the person researching the evidence, representing the insight that questions may be asked that sources of evidence were not specifically designed to answer, and that by considering sources' perspectives and corroborating evidence across different sources, the problem of bias in testimony can be overcome. The insight that this is always a matter of 'fusion of two historical horizons' (past and present) is an important one in this context (Retz, 2015).…”

Section: Evidence As a Bridge Between Past And Presentmentioning

confidence: 99%

Historical consciousness of time and its societal uses

Wilschut

2019

Journal of Curriculum Studies

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Taking as a point of departure that consciousness of time is pivotal to historical consciousness, this paper explores intuitive temporal experiences as opposed to the less intuitive temporal experience connected with historical consciousness. The intuitive daily/cyclic, social and mythical temporal awareness is being opposed to historical consciousness of time, defined in six central concepts: chronology, anachronism, historical distance, contingency, evidence and narration. The connection between the rise of a historical consciousness of time and the development of democracy is being discussed. Based on research in history education, the counterintuitive nature of each of the six concepts of historical consciousness of time is shown, resulting in the conclusion that the ways of thinking connected to the six concepts-counter-intuitive as they are, and therefore not likely to develop spontaneously in people-should be the object of history teaching. Hypothetically, the probable yields of each of the concepts for the support and upkeep of free democratic societies are discussed. The central thesis explored in this paper is: there is a consciousness of time which does not originate spontaneously and which-being an essential part of thinking and reasoning in democratic societies-should be fostered actively in history lessons.

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“…The acts of the student historian: historical thinking and historicism are dependent on student agency and willingness. For a student of history to engage authentically in the discipline, it is broadly agreed they must locate themselves in the process and, in turn, understand that the process itself is temporal (Rusen, 2005, Retz, 2013. Or as Gadamer stated 'real historical thinking must take account of its own historicity ' ( , p. 299, cited in Retz, 2013).…”

Section: Critical Thinkingmentioning

confidence: 99%

‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education

Clark

Nye

2015

Educational Philosophy and Theory

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In the current culture of regulation in higher education and, in turn, the history discipline, it is timely that we problematize discipline standards in relation to student agency and creativity. This paper argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector where certain skills development and knowledge creation becomes a hegemonic discourse. As a result there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the work on teaching and learning practice is not lost in the rush to meet discipline standards through compliance. We are reminded of the student who asked his teacher: 'How can I get a High Distinction in my history essay?' The teacher replied 'Surprise me'. How do we include that agonizingly accurate and equally problematic response within a standards environment?

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A Moderate Hermeneutical Approach to Empathy in History Education

Cited by 28 publications

References 6 publications

Experiencing historical empathy's humanizing lenses: adolescents' interpretative flights

Experiencing historical empathy's humanizing lenses: adolescents' interpretative flights

Historical consciousness of time and its societal uses

‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education

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