scholarly journals ACTUALIZATION OF THE VALUE POTENTIAL OF HISTORY EDUCATION AS A FACTOR IN THE SOCIO-CULTURAL DEVELOPMENT OF THE STUDENT'S PERSONALITY

PRIMO ASPECTU ◽  
2020 ◽  
pp. 83-88
Author(s):  
Elena Yu. BOLOTOVA ◽  
Anna V. KHOROSHENKOVA
Keyword(s):  
History Education ◽  
Cultural Development ◽  
Civic Identity ◽  
Teaching History ◽  
Cultural Paradigm ◽  
Historical Education ◽  
Personal Education

The article, which continues the series of authors' publications devoted to the topical problems of history education, examines the problem of actualizing the value potential of history education. The authors see the humanitarian and cultural paradigm as the leading methodological means of this process as the unity of the content, procedural and effective aspects of teaching history. The most important personal result of historical education within the framework of the paradigm under consideration is the formation of civic identity. The analysis of the components of this personal education is carried out.

scholarly journals Historical map viewer technology that guarantees nonlinear bijective conversion without distortion

2019 ◽  
Vol 1 ◽  
pp. 1-2
Author(s):  
Kohei Otsuka
Keyword(s):  
Open Source ◽  
History Education ◽  
Historical Maps ◽  
Ordinary People ◽  
Historical Information ◽  
Old Maps ◽  
Aesthetic Appearance ◽  
Historical Education ◽  
The Aesthetic ◽  
Coordinate Conversion

<p><strong>Abstract.</strong> Historical maps rich in historical information play an important role in fields such as tourism and history education. However, for ordinary people without knowledge of historical studies, it is difficult to understand inaccurate old maps that have not undergone surveying and to comprehend them in comparison with the current city townscape. Therefore, conventionally in GIS, a large number of corresponding points are prepared between an inaccurate historical map and an accurate map, the coordinates of the historical map are converted by forming a triangular mesh and conducting coordinate complement calculation, and the entire historical map image is re-represented by coordinate conversion. However, as shown in Figure 1, with this method there is a serious problem that causes distortion in the aesthetic appearance of the historical map, and remarkable impairment. It can be said that this problem has greatly damaged opportunities to use historical maps for tourism and historical education.</p><p>In this paper, we introduce our technology to solve this problem. Our technology has been implemented in the historical map viewer named Maplat, which is available at https://github.com/code4nara/Maplat as MIT-licensed open source.</p>

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)

Building Houses by the Rootless People: Youth, Identities, and Education in Hong Kong

2020 ◽  
Vol 90 (2) ◽  
pp. 282-294
Author(s):  
CHUNG-HIN KEVIN HO ◽  
HEI-HANG HAYES TANG
Keyword(s):  
Hong Kong ◽  
History Education ◽  
Civic Identity ◽  
Chinese Government ◽  
Reflective Dialogue ◽  
History Curriculum ◽  
Ethnic And Cultural Identity ◽  
The Government ◽  
The City ◽  
Education In Hong Kong

In this essay, Chung-Hin Kevin Ho, a history education university student in Hong Kong, narrates his search for civic identity. Composed through a process of critical and reflective dialogue with Hayes Tang, the essay describes the tension between Chung-Hin’s Chinese ethnic and cultural identity and the democratic values held by Hong Kongers. As a student, he and his peers had to navigate these competing conceptions of identity in their coursework and examinations. The youth of Hong Kong, including Chung-Hin, have protested against the Chinese government, and have fought to protect the values of Hong Kong. As a future educator, Chung-Hin has advice for the government administrations of both Hong Kong and China: work with Hong Kongers to help them “build their own house.” Chung-Hin argues that if Hong Kong is to become closer to China, it cannot be done through force or propaganda. Further, Chung-Hin contends that education initiatives that change the history curriculum of Hong Kong schools is not enough to bring the youth of the city to heel. Chung-Hin’s experiences, and his own understanding of history education in Hong Kong, have helped him see that the values of Hong Kongers need to be respected if there is any hope of gaining their trust and acceptance. In this timely essay, Chung-Hin highlights how government policies and historical legacies have shaped his personal experience and educational trajectory in Hong Kong, as well as the other students who are a part of the largest youth protest movement in recent memory.

scholarly journals KOMPETENSI PROFESIONAL GURU DALAM PEMBELAJARAN SEJARAH DI SMA NEGERI 27 JAKARTA

2020 ◽  
Vol 11 (2) ◽  
pp. 449-460
Author(s):  
Veriesa Auliya Utami ◽  
Nurzengky Ibrahim ◽  
Kurniawati Kurniawati
Keyword(s):  
Qualitative Method ◽  
Professional Competence ◽  
History Education ◽  
Study Data ◽  
Education History ◽  
Actual Situation ◽  
History Teachers ◽  
Teachers And Students ◽  
Historical Education ◽  
Better Than

The purpose of this study was to obtain information about the learning process carried out by history teachers both from graduates of history education, as well as from history teachers who were not from historical education. The study took place from January to May 2018. The teacher who was the object of the study was a history teacher of SMAN 27 Jakarta, who had four people, consisting of three people who were graduates of history education, and one teacher who was not a graduate of education history. This research was conducted in class X at SMAN 27 JAKARTA. The method used in this research is a descriptive qualitative method. Use of this method to get the actual situation in the school and describe the results of the study. Data collection techniques used through observation, interviews, and documentation. Informants in this study were Principals, Teachers, and Students at SMAN 27 Jakarta. In this study, it can be concluded from the results of the study that the professional competence of teachers who are graduates of history is better than the professional competencies of teachers who are not historical education graduates. Abstrak Tujuan penelitian ini untuk memperoleh informasi tentang proses pembelajaran yang dilakukan oleh guru sejarah baik dari yang berasal lulusan dari pendidikan sejarah, maupun dari guru sejarah yang bukan berasal dari pendidikan sejarah. Penelitian ini berlangsung dari bulan Januari sampai dengan bulan Mei 2018. Guru yang menjadi objek penelitian adalah guru sejarah SMAN 27 Jakarta yang berjumalah empat orang, yang terdiri dari tiga orang yang merupakan lulusan dari pendidikan sejarah, dan satu orang guru yang merupakan bukan lulusan dari pedidikan sejarah. Penelitian ini dilakukan pada kelas X di SMAN 27 JAKARTA.  Adapun metode yang digunanakan dalam Penelitian ini yaitu metode kualitatif deskriptif. Penggunaan metode ini untuk mendapatkan keadaan yang sebenarnya disekolah dan dideskripsikan hasil penelitian. Teknik pengumpulan data yang digunakan melalui obsevasi, wawancara dan dokumentasi. Informan dalam penelitian ini adalah Kepala Sekolah, Guru dan Siswa di SMAN 27 Jakarta. Pada penelitian ini didapat disimpulkan dari hasil penelitian bahwa kompetensi profesional guru yang merupakan lulusan sejarah lebih baik dari pada kompetensi profsional guru yang bukan lulusan pendidikan sejarah.

scholarly journals FORMATION OF RUSSIAN CIVIL IDENTITY: RESULTS OF SCHOOL STUDENTS 'SURVEY

2021 ◽  
Vol 23 (79(2)) ◽  
pp. 180-186
Author(s):  
S.O. Buranok ◽  
◽  
A.O. Vodyakova
Keyword(s):  
Social Studies ◽  
Civic Identity ◽  
Russian Society ◽  
Young Generation ◽  
Social Culture ◽  
School Students ◽  
Development Working ◽  
Teaching History ◽  
Russian State ◽  
Working Out

The article examines the features of the development of society in the Russian state in interaction with the education in the young generation of feelings of civic identity. Researchers pay special attention to the issue of methods and ways of educating the young generation in modern conditions of society development, working out the possible results of mastering new tasks and courses set for teachers. The pedagogical tasks for teaching history and social studies have been determined: fostering a sense of civic identity in schoolchildren, studying the traditions, cultures and values of the peoples of the Russian State; unification of the Russian society and interaction for the favorable development of the country in the future. The problem of the formation of civic position, responsibility, social culture and socialization is considered as one of the main ones. The main conclusions and recommendations are made on the basis of studying the results of the questionnaire survey of schoolchildren in grades 10-11.

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 HISTORY EDUCATION AS AN EDUCATIONAL MEDIUM TO EMBODY THE SPIRIT OF NATIONALITY

2018 ◽  
Vol 12 (1) ◽  
pp. 53
Author(s):  
Said Hamid Hasan
Keyword(s):  
Scientific Knowledge ◽  
History Education ◽  
Educational Medium ◽  
The Past ◽  
Historical Education ◽  
Willingness To Sacrifice ◽  
Ways Of Thinking ◽  
Development Of Students

The above objectives of history education clearly indicate that history education aims at the development of students awareness of time concept; scientific knowledge of the society in the past in terms of their values, ways of thinking, attitudes and achievement; skills for understanding and generating  knowledge of the past; attitudes towards history as what happened in the past society, and history as a science that reconstruct the past . To put it in a simple way the objectives suggest that students should have knowledge about the past scientifically and this knowledge is gained through the application of historical thinkings and skills.  The objectives also suggest  that history education should  prepare students for their roles as a citizen who loves and is proud of the country, the nation and their past achievement. Further, the objectives place history as an education media for preparing the students for their future lives. Big potential of historical education is developing the nation’s identity.  Historical education is a vehicle that gives opportunities for young generations to conduct self identification as a member of this nation. History education potential in developing the nation with heroism,leadership, and willingness to sacrifice.

scholarly journals Core Concepts of History Didactics and Historical Education in Intercultural Perspectives: Review of the International Scientific Conference (Graz, November 11–14, 2020)

2021 ◽  
Vol 2 (1) ◽  
pp. 59-65
Author(s):  
A. A. Linchenko ◽  
Keyword(s):  
Ethical Issues ◽  
Scientific Conference ◽  
Teaching History ◽  
Core Concepts ◽  
History Of ◽  
Historical Culture ◽  
Historical Education ◽  
The University ◽  
Widespread Dissemination

The article is a review of the main theoretical discussions of the international scientific conference on history didactics, which was organized at the University of Graz (Austria) at the end of 2020. The results of the conference indicate the presence of transformational processes taking place in history didactics. This is true both in relation to its basic concepts (historical consciousness, historical thinking, historical culture) and the methods of teaching history. The main trends of this transformation can be called the central role of issues of intercultural dialogue and cognition in history lessons, the comprehensive use of the digital environment in teaching history, the migration focus of history education and the widespread dissemination of ethical issues, the history of everyday life in history lessons. It was noted that this aspects are correlated with the development trends of modern memory studies, which gives hope for further correlation and mutual enrichment of the two discourses.

Sign in / Sign up

Export Citation Format

Share Document