What is Teaching History For? : An Analysis of National Curriculum, the Latest South Korean Government’s History Education Policy, and the Criticisms on its ‘Statist’ Character

2015 ◽  
Vol null (22) ◽  
pp. 287-324
Author(s):  
백은진
Keyword(s):  
Education Policy ◽  
National Curriculum ◽  
History Education ◽  
South Korean ◽  
Teaching History

Teaching history in Japan and England: exchanging ideas and comparing knowledge

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew Fearns-Davies ◽  
Tsutomu Kubota ◽  
Fumina Tachibana ◽  
Yuko Kato ◽  
Ian Davies
Keyword(s):  
International Collaboration ◽  
Citizenship Education ◽  
Global Citizenship ◽  
History Education ◽  
Contextual Knowledge ◽  
History Teachers ◽  
Content Type ◽  
Global Citizenship Education ◽  
Teaching History ◽  
Teachers And Students

PurposeThis paper describes and discusses collaboration between history teachers in England and Japan. The purpose of this paper is to explore the ways in which history is taught in each country as a part of a general commitment to international collaboration and as a means by which we could explore the connection between history education and global citizenship education.Design/methodology/approachThe teachers created two lessons (one from England and one from Japan) about the Russian revolution. Both lessons were taught in each country. Data were gathered from students and teachers to aid reflections on the nature and outcome of the collaboration.FindingsThe collaboration was very positive. Teachers and students were excited to work together and to experience different ways of learning about the past. There were different approaches to the ways in which knowledge was characterized in each country (teachers in England emphasizing contextually based historical interpretations; teachers in Japan emphasizing content and contextual knowledge).Originality/valueThis work contributes to the limited amount of research that is currently available about professional collaboration between high school teachers and students of history in Japan and England. The arguments that are made about the opportunities for international collaboration in the context of different characterizations of pedagogical content knowledge contribute to a relatively unexplored field. The authors contribute to our understandings of the relationship between history education and global citizenship education.

History—Consuming Pasts

1994 ◽  
Vol 4 (4) ◽  
pp. 257-275 ◽  
Author(s):  
Stefan Tanaka
Keyword(s):  
History Education ◽  
Historical Narrative ◽  
Nation State ◽  
Considerable Variability ◽  
Narrative History ◽  
The Past ◽  
Teaching History ◽  
Interpretive Strategies

Abstract I use the idea of consumption to discuss questions of agency and purpose in history. History, as a consumer of pasts, is itself an agent in the interpretive strategies employed in the construction of a historical narrative. History also consumes people as it attempts to impose its homogenizing narrative. In these senses, there is purpose: to give order and meaning to—thus prioritizing—certain pasts over others and to define commonality—especially of the nation or nation-state—and thus marginality. This view brings out the historicity of history: that there is always contestation in representations of the past, and that there is considerable variability in how individuals make such history meaningful to themselves. The latter brings out another notion of consumption—that individuals consume history. Which parts of history people imbibe, however, depend on connections with their experience, their own pasts and histories. In terms of pedagogy, we must be aware that objectivistic history often meets resistance, invites parody, or fosters disbelief. If one goal of teaching history is to foster belief in the nation-state, then a monological narrative might not be the best way to accomplish that goal. (History; Education; Nation)

scholarly journals A new emphasis on influence

2011 ◽  
Vol 33 (2) ◽  
pp. 58-59
Author(s):  
Gemma Garrett
Keyword(s):  
Education Policy ◽  
National Curriculum ◽  
Education Department ◽  
Curriculum Review ◽  
New Science ◽  
Conscious Effort ◽  
Policy Work

Over the last 18 months, the Biochemical Society's Education Department has made a conscious effort to become more involved with education policy work. During this time, we have responded to consultations, advised the awarding organizations on the content of their new science GCSEs, established a series of education policy events and contributed to the National Curriculum review. Wherever possible, we have worked in close partnership with the Society of Biology (SB) and other sister societies. Read on to find out more…

scholarly journals SCIENTIFIC AND METHODOLOGICAL SUPPORT OF SCHOOL EDUCATION IN HISTORY IN UKRAINE (THE END OF XX – THE BEGINNING OF XXI CENTURY): HISTORIOGRAPHY OF EDUCATIONAL EDITIONS

2020 ◽  
pp. 7-15
Author(s):  
Yuliia Antybura
Keyword(s):  
History Education ◽  
Scientific Research ◽  
School Education ◽  
Approaches To Teaching ◽  
Teaching History ◽  
Teaching Aids ◽  
Scholarly Publications ◽  
School History ◽  
Scientific Papers ◽  
Pedagogical Research

The article considers the historiography of the problem of scientific and methodological support of school education in history in Ukraine. The results of the analysis of the complex of studies and scholarly publications review on the topic are presented in this paper. The general scientific research methods are defined: they are analysis, synthesis, systematization, analogy, classification, which were used to analyze the views of domestic and foreign scientists on the problems of school history education, its scientific and methodological support, updating the content and approaches to teaching history at school. The author defines the concept “scientific and methodological support” through such components as curricula, teaching aids and textbooks, methodology of teaching a subject, legislative and regulatory framework. It is noted that the problems of scientific and methodological support of school historical science were studied by both academic historians and teachers-practitioners. Nowadays, the studies devoted to the content and methods of teaching history are becoming increasingly important. Scientific papers on the topic are divided into several groups. The first group includes general pedagogical research concerning the goals and objectives of secondary education in Ukraine. Such works include teaching aids and textbooks on general pedagogy, history of pedagogy, pedagogical anthologies. The second group includes serious monographs describing the content of history education, updating programs and textbooks. The particular emphasis is placed on works covering the period from Ukraine’s independence, at the beginning of the XXI century. The third group consists of works on the methodology of teaching history in schools. Such works are focused on the practical aspects of teaching history, the structure and content of history lessons, and the like. The fourth group of scientific research consists of those papers, which are devoted to the discussions about the purpose and content of historical education. These are materials of thematic conferences and round tables. The author determined the prospects for further scientific research. Based on the analysis and synthesis of the available scientific papers, it is possible not only to give a detailed description of school history courses, textbooks, approaches to teaching history at school, but also to identify the positive and negative aspects of the content of school history education in Ukraine, to identify problems and ways to overcome them.

scholarly journals Implementation Management of Traffic Ethics Education Policy Among High School Students in Indonesia

2019 ◽  
pp. 325-337
Author(s):  
Utami Dewi ◽  
Sugi Rahayu ◽  
Suparmini Suparmini
Keyword(s):  
High School ◽  
High School Students ◽  
Education Policy ◽  
Ethics Education ◽  
National Curriculum ◽  
Research Result ◽  
Sampling Technique ◽  
Road Accident ◽  
School Students ◽  
Implementation Management

Number of students as road accident victims due to human factors has been significantly increased every year. This research aims to examine the implementation management of traffic ethics education policy among high school students. This study employed mixed method, a combination of quantitative and qualitative research method. The population and sample are SMA students who ride motorcycles for their daily mobility. The sampling technique used is Multi-stage proportionate random sampling. By using Isaac and Michael formula, a minimum sample of 291 respondents was obtained. Data were collected through questionnaire, interviews, observation, focus group discussion (FGD) and documentation, while analysis was carried out in descriptive quantitative method. The research result showed that the traffic ethics education policies have been implemented well in Yogyakarta by applying well communication, disposition and bureaucratic. However, the lack of resources such as the absent of national curriculum on traffic ethics education (TEE), lack of safety road trainings for teachers and lack of families support, have limited the effectiveness of TEE in building students attitudes on using road and maintaining safety riding.

scholarly journals PERBAIKAN KESALAHAN KONSEP PEMBELAJARAN SEJARAH MELALUI METODE PEMECAHAN MASALAH DAN DISKUSI

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Suwito Eko Pramono
Keyword(s):  
Problem Solving ◽  
Preliminary Data ◽  
History Education ◽  
National Education ◽  
Teaching History ◽  
Strategic Value ◽  
History Learning ◽  
Student Capability

<p>History learning as an implementation of history education has a strategic value in achieving the objective of national education. Unfortunately, history learning has not played its role optimally. History learning has not been implemented yet based on the appropriate concepts of history education. Could the method of problem solving and discussion improve history learning so that it can be suitable with the concept of history education? The research employed three cycles. The collection of preliminary data used observation and test. The evaluation was conducted in the end of each cycle to trace the improvement of student capability in understanding the concept of history education as well as capability of solving current’s problem. The conclusion of the research showed that the method of problem solving and discussion are effective enough to correct the misconception of history education and they are also suitable for improving student capability to solve current’s problems.</p> <p>Keywords: misconception, teaching history, problem solving, discussion.</p> <p> </p> <p>Pembelajaran sejarah sebagai pelaksanaan pendidikan sejarah memiliki arti strategis dalam mencapai tujuan pendidikan nasional. Sayangnya, pembelajaran sejarah belum dapat memainkan perannya secara optimal. Pembelajaran sejarah belum dilaksanakan berdasarkan konsep-konsep pendidikan sejarah yang tepat. Dapatkah metode pemecahan masalah dan diskusi dapat memperbaiki pembelajaran sejarah yang sesuai dengan konsep pendidikan sejarah? Penelitian ini menggunakan tiga siklus. Pengumpulan data awal menggunakan observasi dan tes. Untuk melacak peningkatan kemampuan siswa dalam memahami konsep pendidikan sejarah dan memecahkan masalah yang terjadi pada saat ini, dilakukan evaluasi pada setiap akhir siklus. Sebagai kesimpulan penelitian menunjukkan bahwa metode pemecahan masalah dan diskusi cukup efektif untuk memperbaiki kesalahan konsep pendidikan sejarah dan kedua metode itu cocok untuk meningkatkan kemampuan siswa untuk memecahkan masalah yang terjadi pada saat ini.</p> <p>Kata kunci: kesalahpahaman, pengajaran sejarah, pemecahan masalah, diskusi.</p> <p> </p>

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