Film, the Past, and a Didactic Dead End: From Teaching History to Teaching Memory

Abstract

reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning

“…Second, an increasing body of literature highlights the role of the affective domain in the process of negotiation, showcasing how feelings, intuition, imagination, values, relationality, and desires to identify with what is being studied shape the stories students tell about the past and the ways they interpret it (Colby, 2008;Rudolph & Wright, 2015). A third area of scholarship, though relatively marginal, brings to light the ways in which students' engage in the process of attributing significance to some stories over others (Barton, 2005;Chinnery, 2010;Kansteiner, 2017;Levstik, 2000;Simon, 2004), especially when it comes to attending to the difficult and serious facts, traces, images and testimonies, or trauma narratives that "demand a reckoning" (Simon, 2004, p. 186) because they "wound" or "haunt" us today (p. 190), thereby participating in a public practice of remembrance as a form of "ethical learning" (p. 187). These three areas within the discussion on narrative as a habit of mind to interpret the past help reduce the importance of cognitive psychological factors in narrative meaning construction.…”

Identifications of Character Values from the History of Dokterswoning Cultural Heritage Buildings and Potentials for Learning History Resources in Schools

“…Memories of events that have occurred in the past, their existence is a prerequisite for the existence of the present. Therefore, teaching history is teaching human memory (Kansteiner, 2017) from generation to generation which has become a collective memory (Glassberg, 1996;Wasino & Hartatik, 2018). Memories or memories can be lost, destroyed through the process of forgetting and being forgotten, except for memories that are written down, cared for, preserved, and stored.…”

Remembering war through images: Visual narratives of the Finnish Civil War in history textbooks from the 1920s to the 2010s

“…Earlier studies in the Finnish context have shown the important role of the popular culture representations, especially Väinö Linna's novel "Under the Northern Star", (1959Star", ( -1962 as the culmination points in the public memory (Ahonen, 2012: 76). On the other hand, it has been noted that, for example, the use of historical films in education is a rather recent phenomenon because they were not previously considered reliable educational material (Kansteiner, 2017). Páez and Liu (2015) remind that the conflict between official and informal memory is common but lay historical narratives tend to reflect institutional history narratives.…”