At the interface: academic history, school history and the philosophy of history

Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance

“…It also begs the question whether there could be different ways of working between history as a discipline and social studies, into which history may be incorporated. The first is "founded" on the awareness of time and focuses on the past as a separate field of study, with the present as a new historical time where the often unforseen consequences of past actions unfold and challenge thinking about possible futures (Retz, 2015;Seixas, 2012;Wineburg, 2001); the second, in contrast, focuses on present issues of civic identity, which can be explained historically, for example, by studying underlying forces of discrimination and exclusion (Blevins, Salinas, & Talbert, 2015).…”

“…Theoretical debates in the discipline of history (Retz, 2015) and recent research on history teachers have indicated that historians, when teaching their subject, may be more aware of certain epistemological challenges when connecting the past and the present than do those who have 4 Klein been trained in other disciplines (Barton & McCully, 2012;Kello, 2016;Traille, 2007;Zembylas & Kambani, 2012). Expert history teachers not only have integrated knowledge of historical content and knowledge of the historical identities of their students, but they also have a better grasp of disciplinary concepts.…”

Conocimientos hist�ricos de los alumnos: cultura y pol�tica

“…Desde un marco teórico que recuperó las tesis clásicas de la obra de Piaget, se desarrollaron hipótesis que intentaron explicar cómo los sujetos construyen el conocimiento a través de mecanismos cognitivos. Estos permiten la transición a etapas superiores de desarrollo, partiendo desde el nivel sensoriomotriz, pasando por el pensamiento preoperatorio, las operaciones concretas y accediendo finalmente a las operaciones formales propias del pensamiento adolescente (Retz, 2015). La adhesión a la teoría piagetiana en su versión tradicional implicó que se considerara que las dificultades en la comprensión de contenidos escolares históricos deberían ser atribuidas al desarrollo cognitivo alcanzado por los sujetos (Peel, 1971;Sleeper, 1975).…”

The Teaching of Recent and Violent Conflicts as Challenges for History Education

“…Accordingly, history classes should be considered an opportunity for thinking historically and not just for accumulating historical information by rote memory (Carretero and Voss 1994). About 20 years later, these initiatives were a basic support for fully developed educational programs, such as the one designed by Seixas (2004;Seixas and Morton 2013) in Canada around the idea of historical consciousness, also influenced by German authors such as Rüsen (see Retz 2015, and Seixas 2015, 2016, for reviews on these specific developments). This program has been developing six essential historical "second-order concepts" (causality, etc.)…”

“…It is striking that the research agendas of the historical discipline, the philosophy of history, history education and popular historical culture are still so separate. So far the boundaries have been blurred only in rare instances ; see also Retz 2015 for an analysis of the interface of academic history, school history and the philosophy of history), although these fields can learn a lot from each other. Without this kind of approach, it is almost impossible to understand how a social and cultural phenomenon as the so-called history wars (Grever and Stuurman 2007;Taylor and Guyver 2012) is taking place since the beginning of the 1990s when globalization started its increasing trend.…”