Historical Consciousness and Historical Media - A History Didactical Approach to Educational Media

Thorp, Robert

doi:10.3402/edui.v5.24282

Cited by 14 publications

(14 citation statements)

References 9 publications

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“…In the past decades, historical consciousness has become one of the central concepts of history education and didactics. Strengthening historical consciousness was the innovative educational approach of new history education curricula in Sweden in the 1990s (Thorp, 2014), somewhat later also in the Netherlands (Wilschut, 2002), and currently in sixteen German state history curricula (Kölbl & Konrad, 2015, p. 23;cfr Seixas, 2017, p. 61). In history education scholarship the concept is treated quite differently compared to the aforementioned intellectual and conceptual historians who investigated historical consciousness as a shift in historical mentality on a collective level.…”

Section: Historical Consciousness and History Educationmentioning

confidence: 99%

Historical consciousness: the enigma of different paradigms

Grever

Adriaansen

2019

Journal of Curriculum Studies

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To make historical consciousness beneficial for history education research we need to disentangle its multidisciplinary backgrounds so that contradictory approaches and outcomes can be avoided. The aim of this article therefore is to clarify the enigma of its different paradigms. We will discuss two interrelated paradigms: one interpreting historical consciousness as a collective phenomenon that is characteristic for modern Western society, and the other treating historical consciousness on an individual level as a cognitive-epistemological category. We will show that several misunderstandings in educational research about historical consciousness result from the conflation of both conceptualisations and its underlying paradigms. Yet, by highlighting Hans-Georg Gadamer's notion of Wirkungsgeschichte (historical effect) we will argue that both conceptualisations are not entirely mutually exclusive. Including historically effected consciousness in the notion of historical consciousness does offer a wide range of opportunities, for history education scholars as well as history educators.

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Section: Historical Consciousness and History Educationmentioning

confidence: 99%

Historical consciousness: the enigma of different paradigms

Grever

Adriaansen

2019

Journal of Curriculum Studies

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“…(Stearns, 2009), because it helps understanding and embracing the historical heritage and gaining a national identity (White, 1992;Watts, 1993). History offers the opportunity to control the future, as it shapes expectations for the future with information from the past (Torp, 2014;Crabtree, 2001;Taylor & Young, 2003). In addition, it has important roles such as developing awareness of citizenship, gaining sense of social belonging, and supporting identity development (Lorentzen, 2000;Fausser, 2000;Nair & Narayanasamy, 2017).…”

Section: Introductionmentioning

confidence: 99%

History Teacher Candidates’ Evaluation of Their Undergraduate Programs

Akhan

2021

JCT

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The aim of this research is to reveal the thoughts on the history program of the teacher candidates who have recently graduated from the history teaching undergraduate program. In this research, a case study model from qualitative research methods was adopted. The study group of this research consisted of 49 teacher candidates, 18 female and 31 male. The teacher candidates were senior students to graduate at the end of the 2019-2020 academic year, and they were selected from education faculties at three state universities. Within the framework of this study, an easily attainable method was adopted in the selection of universities and faculties, and the criterion sampling, a purposeful sampling method, was used while choosing the study group. The data of the study were collected via e-mail correspondence with a questionnaire consisting of open-ended questions created by the researcher. The data obtained from the study group were analyzed using descriptive analysis. When the results of the study are evaluated in general, it could be stated that the history teacher candidates in the study group mostly have positive opinions about their undergraduate education. However, teacher candidates expressed that the course contents were very theoretical and added that the number of practical courses should be increased.

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“…[10,11] The degradation of nationalism among the young generation is indisputable evidence that the history lesson is less successful in fulfilling its responsibilities. Philosophically, the history lesson, in this article called historical education, responsible to develop students' historical consciousness, [12] and thinking skills. [13] Historical consciousness is intellectual and mental abilities in utilizing reflective historical experiences to understand and critically respond to present phenomena, to achieve a better future.…”

Section: Introductionmentioning

confidence: 99%

“…[15,16] From this viewpoint, learning undertaken by history education makes historical consciousness strengthened to be critical and even genetic. [12,17] Through the history education, students develop their historical consciousness, so they can understand who they are and where life should be directed, believing the various virtues from the past as a foundation in interpreting the present and planning the future life. Kochhar who discusses Indian history stated that the general goal of history education is consciousness of self-identity.…”

Section: Introductionmentioning

confidence: 99%

Developing Continuity-Based History Learning Material: An Alternative

2020

jcr

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This study aimed to find the root of the problem of the degradation of nationalism among the younger generation in terms of the paradigm in the arrangement of historical learning material. The research questions posed were: (1) Why did high school history learning materials fail to achieve the goals of historical education ?; (2) How is the continuity-based history learning paradigm as an alternative solution? To answer the questions, this study used a hermeneutic approach. The results showed that Indonesian historiography was dominated by a change-based historical paradigm. This paradigm resulted in the new generation who are unable to have a strong historical consciousness because they could not find a connection between themselves and the past. One of the solutions is the use of a continuity-based historical paradigm. The paradigm makes them understand who they are and where life should be directed to the future.

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Historical Consciousness and Historical Media - A History Didactical Approach to Educational Media

Cited by 14 publications

References 9 publications

Historical consciousness: the enigma of different paradigms

Historical consciousness: the enigma of different paradigms

History Teacher Candidates’ Evaluation of Their Undergraduate Programs

Developing Continuity-Based History Learning Material: An Alternative

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