scholarly journals HISTORICAL REALITY IN THE LIGHT OF CONSTRUCTIVISM

2020 ◽  
pp. 144-152
Author(s):  
R.Yu. Rakhmatullin ◽  
Keyword(s):  
Life Events ◽  
Real Life ◽  
Valid Argument ◽  
Middle Ground ◽  
Historical Knowledge ◽  
Radical Constructivism ◽  
Historical Sources ◽  
Historical Reality ◽  
Constructive Realism ◽  
The Past

The purpose of the article is to substantiate the thesis «historical reality as a narrative». The relevance of the article determines the place of historical knowledge as the most important ideological tool formalizing the national and civilian identity. The originality of the article lies in an attempt to find a middle ground between radical constructivism and realism whilst explaining the phenomenon of «historical reality». Research methodology — constructivism. This methodology leads to following results: 1. Historical reality is always a construct that has an author with his political, moral, religious or other beliefs. Based on this, it should be taken into consideration that other researchers establish different and even alternative historical realities. Therefore, the story will remain as a multitude of competing stories. 2. The reference to historical facts as a proof meaning the correspondence of the narrative to the described event is not a valid argument. There are the following reasons for this: a) any story originated in the past is limited to a certain number of facts. Meanwhile, there are always some unknown facts that can significantly change the picture of historical reality; b) historical reality made of fact selection depends on the researcher and the goals he pursues; c) falsification of facts is often used in historical sources. 3. Every honest researcher creates his own narrative out of real-life events and characters, which makes it possible to assert his objectivity and the incorrectness of the radical constructivism methodology. But even the most honest researcher has personality traits that can be reflected on his work, which gives grounds to claim that realism is wrong. Therefore, the truth still lies somewhere in the middle and being represented by moderate constructivism or constructive realism.

The Efficiency of the Modern Practice of Teaching the Critical Analysis of Historical Sources in Russian Teachers' Self-Assessments

2021 ◽  
pp. 226-235
Author(s):  
Olga M. Khlytina ◽  
Keyword(s):  
Teaching Practice ◽  
Internet Survey ◽  
Historical Knowledge ◽  
Historical Sources ◽  
History Teachers ◽  
Functional Literacy ◽  
Low Level ◽  
The Past ◽  
Dominant Feature ◽  
The Subject

The article summarizes the results of an Internet survey of history teachers, in which 216 teachers from 31 regions of Russia took part. The author considers the development of the subject-oriented ability to work with historical sources in the context of the development of schoolchildren's functional literacy as a priority task of the modern Russian school. The aim of the study is to characterize the methodological ways of teaching schoolchildren the methods of analyzing historical sources dominant in teachers' work based on expert teachers' assessments of how well graduates of the 9th and 11th grades mastered the ability to critically analyze historical sources, identify their effectiveness, suggest options for improving mass teaching practice. The analysis of literature has shown that the ability to analyze historical sources is interpreted as the basis for the development of historical and critical thinking, a person's ability to independently cognize the past. Methodological science has substantiated various models of student analysis of historical sources based on the methodology of modern historical science and focused on the development of schoolchildren' subject and metasubject skills, functional literacy. At the same time, the results of the survey indicate that the vast majority of the teachers organize work with sources outside any system and sequence, and no more than once or twice during the term. Explaining the reasons for this, the teachers point to work overload, lack of high-quality didactic support of courses, and a low level of student learning. They also say they need advanced training in teaching schoolchildren to work with historical sources. The teachers note the low level of their students' mastery of the basic procedures for analyzing historical sources: according to the teachers' assessments, in 60-80% of classes in Russian schools, less than half of the students mastered the basic ability to “read” sources (extract explicit and implicit information). According to a third of the teachers, no more than 20% of their students are able to complete tasks on commenting on a historical source when a student, relying on knowledge of the context, begins to understand the past, think as historians think. Another quarter of the teachers indicated an interval of 30-40%. When working with sources, the dominant feature is the formation of historical knowledge, and the tasks of the students' learning the activity- and value-based components of educational historical knowledge are not solved effectively enough, which ultimately makes it difficult for students to achieve results in the subject and complicates the solution of the complex tasks of improving the quality of education that Russian education is faced with today.

Realism, Radical Constructivism, and Film History

2006 ◽  
Vol 7 (2) ◽  
pp. 187-199
Author(s):  
Nick Redfern ◽  
Keyword(s):  
Film History ◽  
Historical Knowledge ◽  
Radical Constructivism ◽  
Realist Theory ◽  
The Past ◽  
Basic Model ◽  
Art Form ◽  
The World ◽  
Nature Development ◽  
Viable Approach

As a technology and an art form perceived to be capable of reproducing the world, it has long been thought that the cinema has a natural affinity with reality. In this essay I consider the Realist theory of film history out forward by Robert C. Allen and Douglas Gomery from the perspective of Radical Constructivism. I argue that such a Realist theory cannot provide us with a viable approach to film history as it presents a flawed description of the historian’s relationship to the past. Radical Constructivism offers an alternative model, which requires historians to rethink the nature of facts, the processes involved in constructing historical knowledge, and its relation to the past. Historical poetics, in the light of Radical Constructivism, is a basic model of research into cinema that uses concepts to construct theoretical statements in order to explain the nature, development, and effects of cinematic phenomena.

scholarly journals Science in History: Why Ernest Coumet [did not] Free us from Alexandre Koyré’s Heritage

2020 ◽  
pp. 125
Author(s):  
Hallhane Machado
Keyword(s):  
Scientific Revolution ◽  
Ideal Type ◽  
Historical Knowledge ◽  
Historical Reality ◽  
The Past ◽  
Closed World ◽  
History Of ◽  
Raymond Aron ◽  
The Revolution

In 1987, Ernest Coumet highlighted the presence of a “scientific revolution” in Alexandre Koyré’s works. When and where did the destruction of the Cosmos and the geometrization of space materialize in the authors she studied? In what work do we find the “revolution” for which Koyré is so well known? From unknown texts, at least in 1987, Coumet pointed out concordances between Koyré’s philosophy of historical knowledge and that of Raymond Aron – of Weberian inspiration – affirming Koyré’s famous concept of Scientific Revolution as “ideal type”. Which means to say that, in the works of the author of From the Closed World to the Infinite Universe, “revolution” is not a historical reality, but an interpretative horizon. However, a letter from Koyré to Aron discovered by us in the archives of this author, deposited in the Bibliothèque Nationale de France, shows us the unsustainability of Coumet’s hypothesis. Nevertheless, it seems to us that the great lesson of his singular hypothesis remains, that of the importance of not neglecting the conception of the history of those who focus on the past of the sciences.

scholarly journals Development of Historical Thought in Primary Education: Analysis of an Intervention in Colombian Schools

2020 ◽  
Vol 45 (11) ◽  
pp. 93-115
Author(s):  
Nancy Palacios Mena ◽  
◽  
Paula Bibiana García Cardona ◽  
María Lucía Mosquera ◽  
Natalia Alarcon Gama ◽  
...  
Keyword(s):  
Fourth Graders ◽  
Intervention Group ◽  
Historical Thinking ◽  
Initial Assessment ◽  
Control Group ◽  
Historical Knowledge ◽  
Historical Sources ◽  
Pedagogical Intervention ◽  
The Past ◽  
Better Than

The main goal of this study was to analyze the development of historical thinking abilities in two groups of fourth graders in Colombian schools. The study consisted of the design, implementation, and evaluation of a three-month pedagogical intervention. After an initial assessment, nine learning activities were implemented. An Intervention Group (IG) received the intervention, while a Control Group (CG) served as a comparison. The assessment comprised three main areas (Historical Sources, Narratives, and Change and Continuity). The results of the intervention indicated that the IG performed better than the CG in the assessment. Introducing concepts that favor historical thinking development such as working with historical sources, identifying change and continuity, and constructing narratives, seems to promote the construction of historical knowledge in a complex way. Pedagogical interventions focused on the development of these concepts provide information on the progression of learning and the ability of children to understand the past.

scholarly journals Russian Legal Mentality: Experience of Reconstruction and Representation of the Phenomenon of "Snitch" meaning "Abuse of Procedural Rights" (Based on the Materials of Russian Legislation of the 17th-19th Centuries)

Lex Russica ◽  
2021 ◽  
pp. 88-100
Author(s):  
S. N. Gavrilov
Keyword(s):  
Historical Research ◽  
Historical Science ◽  
Historical Knowledge ◽  
Emotional Information ◽  
Historical Reality ◽  
The Past ◽  
Representational Model ◽  
Historical Phenomenon ◽  
Legal Concepts ◽  
Procedural Rights

Historical science shows a growing interest in the study of images of the past, images of historical reality; the reconstruction of mentalities is becoming a priority in the field of historical knowledge. The paper aims at finding (developing) methodological tools for a retrospective study of the legal mentality, as well as its subsequent representation.Historians and legal theorists are paying more and more attention to the process of forming concepts and relevant terminology. At the same time, the "supraconceptual field", namely the field of images, contains a significant potential for both reconstruction and representation of mentalities and historical phenomena (events). The concept itself is only one of the triggers forming images associated with it and partly generated by it. Legal concepts are the object of linguoculturology of law as one of its branches. At the same time, the author believes that the historical legal science should more actively use the appropriate scientific tools on an interdisciplinary basis. In terms of the reconstruction of legal phenomena, their image will help to study the phenomena that are immersed in the mentality of the corresponding era in a more systematic and comprehensive manner. In terms of the representation of legal phenomena, a well-chosen image recognizable by the recipient of the results of legal historical research can serve as a relay of "contextually packed" information (with elements of both rational and evaluative or emotional information) about a legal historical phenomenon.The paper attempts to reconstruct and represent the phenomenon of a "snitch" in the sense of "abuse of procedural rights" by means of a chronotropic, figurative model. The reconstructive and representational model is based on the image symbol of the trial as "roads-paths-tracksways" and snitches are considered as a "path".

scholarly journals Claiming Interstitial Space for Multicultural, Transdisciplinary Research Through Community-up Values

2012 ◽  
Vol 5 (2) ◽  
pp. 36-49 ◽  
Author(s):  
Fiona Cram ◽  
Hazel Phillips
Keyword(s):  
Research Group ◽  
Real Life ◽  
Research Capacity ◽  
Interstitial Space ◽  
Transdisciplinary Research ◽  
Middle Ground ◽  
Self Reflection ◽  
The Past ◽  
Life Problems ◽  
Group Members

The development of Māori (Indigenous New Zealanders) research capacity over the past 20 years now begs the question of how Māori and Tauiwi (non-Māori) researchers might authentically partner and undertake transdisciplinary research that upholds the integrity and aspirations of both parties. In this article, the notion of interstitial space is suggested as a middle ground whereby researchers can acknowledge their own worldviews and come together for fruitful transdisciplinary engagements. Seven community-up research values set an engagement context in which researchers are called upon to respect one another, share and listen, be cautious and humble, acknowledge ontological and epistemological differences and build commitment to the development of mutual understandings. A scale is proposed to encourage researcher self-reflection on their readiness to join a multicultural, transdisciplinary research group. The readiness of group members to appropriately engage has the potential to spark successful transdisciplinary research in order to provide strategic solutions to complex, real-life problems.

scholarly journals Presenting the Past: How the Novels of A.S. King Provide Temporality to the Teenage Experience

2016 ◽  
Vol 1 (2) ◽  
pp. 79
Author(s):  
Adam Van Buren
Keyword(s):  
Young Adult ◽  
Vietnam War ◽  
Life Events ◽  
Young Adult Literature ◽  
Debt Crisis ◽  
Real Life ◽  
Student Debt ◽  
The Past ◽  
Time Period ◽  
Current Student

<p>This article examines the works of young adult literature author A.S. King through youth and temporal lenses.  It argues that King’s works refute the images of teenagers as atemporal beings uninterested by and uninvolved in the past, present, and future.  The analysis attempts to link King’s characters with real-life events – the Vietnam War, the current student-debt crisis, etc. – and to show teenagers as active participants in society, regardless of time period.  Furthermore, the article links each book to a particular temporal period (past, present, future), and it uses these temporal periods to show how teenagers, rather than being isolated, share the same temporal struggles – the influence of past struggles, the present quest to survive, planning for the future – that plague their adult counterparts. </p>

scholarly journals MYTHOLOGEME OF THE PICTURE OF SOCIO-HISTORICAL REALITY IN THE PARADIGM OF N. HARTMAN’S ONTOLOGICAL EPISTEMOLOGY

2020 ◽  
pp. 49-52
Author(s):  
А.G. Stepanov
Keyword(s):  
Historical Knowledge ◽  
Historical Information ◽  
Historical Reality ◽  
The Past ◽  
Cultural Paradigm ◽  
Culture History ◽  
The Status ◽  
The Subject

The article actualizes the issues related to determining the status of historical knowledge in the paradigm of rational culture. History, involved by a person in the process of organizing a picture of reality, is endowed with other qualities than it has objectively. The mythologeme that arises as a result of the synthesis of the known and the assumed becomes one of the attributes of historical knowledge, the function of which is to combine the images of the past with the cultural paradigm of the present. Mythologeme is defined not as an arbitrary reaction of the subject, caused by an excess of his imagination, but as a consequence of the processes of adaptation of historical information to the corresponding type of culture.

scholarly journals Blurring the Boundaries Between Life and Death:

2018 ◽  
Vol 5 (2) ◽  
pp. 26-43
Author(s):  
Daisy Richards
Keyword(s):  
Life Events ◽  
Real Life ◽  
Documentary Films ◽  
Life And Death ◽  
The Past ◽  
Documentary Filmmaking

This article aims to engage with and problematise traditional ideas relating to re-enacted sequences within documentary films, and how these sequences might allow audiences a new and previously denied access to some level of so-called ‘truth.’ Positing that re-enactments essentially function as devices of distraction and fantasy, Bill Nichols (2008) sheds invaluable insight onto the nature of ‘truth’ in the use of re-enactments in documentary filmmaking. This article engages with, and attempts to build upon this existing scholarship, by performing a closer examination of the ways in which filmmakers deploy strategies of re-enactment in Carol Morley’s Dreams of a Life (2011) and Clio Barnard’s The Arbor (2010). Re-enactments are employed by their respective filmmakers not solely in order to present complete rejections of reality, but also to depict the filmmaking processes and the ways in which they have been ‘worked through’ to audiences in innovative and reflexive ways. Through the specific utilisation of stylistic features that directly and obtrusively call attention to a documentary’s status as documentary, filmmakers do not wholeheartedly reject real-life events. Instead, they continually draw attention to the artifice of their artworks, reminding audiences that there can, indeed, only ever be ‘a view from which the past yields up its truth’, and that these views are completely and wholly unstable and elusive.

scholarly journals Genre of non-fiction works of Serik Abikenovich and methods of teaching it

2021 ◽  
Vol 27 (1) ◽  
pp. 76-84
Author(s):  
Aray ZHUNDIBAYEVA ◽  
◽  
Meyirgul MURALBEK
Keyword(s):  
National Identity ◽  
Historical Data ◽  
Historical Consciousness ◽  
Historical Knowledge ◽  
Historical Reality ◽  
The Past ◽  
Non Fiction ◽  
Family Names ◽  
Historical Figures

The article examines non-fiction f Serik Abikenuly and considers of his work in terms of a time of events in a plot, characters, a historical reality of toponymic names and teaching of his written works. The author of the article relied on the critical opinions of scientists-researchers of the Romance genre, demonstrating an artistic solution and a reality of life. In the analysis of his written works, it was proved that the place, time of the event, the existence of characters in life was proved by the example of the works of other scientists and writers. The article considers S. Abikenuly's documentary prose that are contributed in reviving of historical figures, family names, secret legends of the kazakh steppe, heroes of the early xx century, the role of knowledge of the remnants of the past in the formation of historical consciousness. Teaching of a written work based on historical data plays an important role in the formation of historical knowledge and national identity of learners. Therefore, in addition to the analysis of literature, the article shows the methods of teaching it.

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