"To Be Alive When Something Happens"

Arthos, John

doi:10.5840/jh2000316

Cited by 23 publications

(2 citation statements)

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“…Will the visit be an opportunity for students to 'live' the place, or will it be experienced as simply an extension of teaching resources and methods that they would normally encounter during their lessons? The former would mean that they experience an Erlebnis -that is, an encounter with remnants of the past that is subjective, bodily and direct (Arthos, 2000;Gadamer et al, 2004;Tapper, 1925) -while the latter would mean that they experience an Erfahrung -that is, a more socially inflected encounter, in which drawing conclusions and cognitive learning are central (Carr, 2014). The interplay between (the difficult-to-translate concepts) Erlebnis and Erfahrungas two ways of encountering and experiencing remnants of the past -could be important in the context of the history classroom.…”

Section: Theoretical Foundations: Learning History By Experiencing Re...mentioning

confidence: 99%

School trips to historical sites: students’ cognitive, affective and physical experiences from visits to Auschwitz

Berg,

Stolare

2024

History Education Research Journal

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History can be experienced in many ways, including visits to historical sites. Indeed, it is becoming increasingly common for Swedish schools to organise trips for their students to historical sites; in this case, to concentration camps. This article analyses how cognitive, affective and physical experiences frame students’ interpretations of historical sites, and discusses how visits to historical sites might contribute to history education. The research questions we examine are as follows: What forms of experience did the students express, and how did these forms relate to each other? What implications might these expressed experiences pose for how teachers organise their teaching, including trips to Holocaust memorial sites? This article analyses seminars that comprised part of the examinable work in a course that involved a study trip to Auschwitz concentration camp. Empirical data were analysed using a model in which cognitive, affective and physical experiences were identified and described. The results demonstrate how cognitive, affective and physical responses interact with students’ experiences. Students described how the school trip contributed to their understanding of what is and is not possible to know, and to their will to influence society. Thus, the results indicate that physical encounters with historical sites can create new opportunities for students’ learning of history and the meaning making that comes from it.

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Section: Theoretical Foundations: Learning History By Experiencing Re...mentioning

confidence: 99%

School trips to historical sites: students’ cognitive, affective and physical experiences from visits to Auschwitz

Berg,

Stolare

2024

History Education Research Journal

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“…Through visits to historic sites, and in encountering cultural heritage, pupils are thus given the opportunity to engage with the past in different ways than are usually possible in a classroom. The differences between the numerous forms of experiencing the past can be described using the concepts erfahrung and erlebnis (Arthos, 2000;Carr, 2014;Gadamer, 2004;Tapper, 1925). In the classroom, learning is articulate, cognitive and reflective (erfahrung).…”

Section: Meaning-making Experiences In History Education Researchmentioning

confidence: 99%

Here and Now at Historic Sites

Ludvigsson,

Stolare,

Trenter

2024

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The study explores the meaning-making of cultural heritage in school field trips to five sites in the region Östergötland in Sweden. It treats the materiality of the place and experiences of the guides and the pupils, obtained in school as well as in other contexts, as meaning-making resources during the site visits. It emphasises that sites should be seen as processes, open to interpretations and reinterpretations. The visitor is steered by expectations and common values as well as by the ways in which the heritage site is displayed and presented. In the present study, both adults (guides) and children (pupils) are defined as visitors. The authors draw on theories from history education research and from heritage studies when interpreting how pupils encounter heritage sites, they underline the centrality of 'the flesh and embodied agency' in the experience of sites. This title is also available as Open Access on Cambridge Core.

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2018

Interactive Media for Sustainability

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"To Be Alive When Something Happens"

Cited by 23 publications

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School trips to historical sites: students’ cognitive, affective and physical experiences from visits to Auschwitz

School trips to historical sites: students’ cognitive, affective and physical experiences from visits to Auschwitz

Here and Now at Historic Sites

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