scholarly journals The sidewalk is a history book: Reflections on linking historical consciousness to uses of history

2021 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Kenneth Nordgren ◽  
Keyword(s):  
Formal Education ◽  
History Education ◽  
Public Life ◽  
Historical Thinking ◽  
Historical Consciousness ◽  
International Community ◽  
Song Lyrics ◽  
Historical Representations ◽  
History Book ◽  
Broad Understanding

The ongoing discussion about what constitutes historical consciousness is intensifying within the growing international community of history-education researchers. What started as an exploration of how life outside schools affects our historical thinking has become a key concept for structuring formal education. This shift has largely been positive; however, there are reasons for caution. If practical adaption means outlining, classifying, and measuring levels of achieved awareness, it also presents a risk of losing the initial reason for considering the wider influence on our perceptions and orientations. My reflection in this article concerns this paradox and how it can affect a complementary concept, use of history. Using examples from everyday historical representations in public life, namely song lyrics, the BLM, and Sweden’s approach to Covid 19, I demonstrate why history education requires a broad understanding of historical consciousness and a readiness to work with public uses of history.

scholarly journals The Case for Commemoration Controversies in Canadian History Education

2021 ◽  
Vol 44 (2) ◽  
pp. 434-465
Author(s):  
Lindsay Gibson
Keyword(s):  
Social Studies ◽  
Civic Education ◽  
Teaching And Learning ◽  
History Education ◽  
Historical Thinking ◽  
Historical Consciousness ◽  
Education History ◽  
Canadian History ◽  
Learning History ◽  
K 12

Commemorations are events or actions that honour and memorialize significant events, people, and groups from the past. In recent years there have been numerous contentious debates about commemorations of historical events and people in countries around the world, including Canada. In this article I argue that commemoration controversies should be an essential part of teaching and learning history in K–12 schools because they have the potential to be meaningful and relevant for students, they address civic education competencies central to history and social studies curricula in Canada, and they provide rich opportunities for advancing students’ historical consciousness and historical thinking. In the final section of the article I describe how six second-order historical thinking concepts can be used to invite students to think historically about commemorations. Keywords: historical commemorations, public history, history teaching and learning, citizenship education, history education, historical consciousness, historical thinking, social studies education

scholarly journals Historical consciousness, knowledge, and competencies of historical thinking: An integrated model of historical thinking and curricular implications

2021 ◽  
Vol 8 (1) ◽  
pp. 97-119
Author(s):  
Andreas Körber ◽  
Keyword(s):  
History Education ◽  
Historical Thinking ◽  
Integrated Model ◽  
Historical Consciousness ◽  
Three Dimensions ◽  
Cultural Boundaries ◽  
History Learning ◽  
The Common ◽  
Common Problems

Comparative and reflection on history education across national and cultural boundaries has shown that regardless of different traditions of history education, legislative interventions and research, some questions are common to research, debate and development, albeit there are both differences and commonalities in concepts and terminology. One of the common problems is the weighting of the components “knowledge”, “historical consciousness”, and “skills” or “competencies” both as aims of history education and in their curricular interrelation with regard to progression. On the backdrop of a long standing debate around German “chronological” teaching of history, making use of some recent comparative reflections, the article discusses principles for designing non-chronological curricula focusing on sequential elaboration in all three dimensions of history learning.

Russian Museum of Emperor Alexander III as a place of memory

2020 ◽  
Vol 2020 (11-1) ◽  
pp. 132-147
Author(s):  
Dmitry Rakovsky
Keyword(s):  
Comparative Analysis ◽  
Historical Consciousness ◽  
Russian Society ◽  
Museum Collection ◽  
Works Of Art ◽  
History Of ◽  
The Creation ◽  
Historical Representations

The main purpose of this article is to study the role of the Russian Museum in the formation of the historical consciousness of Russian society. In this context, the author examines the history of the creation of the Russian Museum of Emperor Alexander III and its pre-revolutionary collections that became the basis of this famous museum collection (in particular, the composition of the museum’s expositions for 1898 and 1915). Within the framework of the methodology proposed by the author, the works of art presented in the museum’s halls were selected and distributed according to the historical eras that they reflect, and a comparative analysis of changes in the composition of the expositions was also carried out. This approach made it possible to identify the most frequently encountered historical heroes, to consider the representation of their images in the museum’s expositions, and also to provide a systemic reconstruction of historical representations broadcast in its halls.

scholarly journals Identifying Level of Historical Consciousness of College Students of History Education in Terms of Ethnicity, Especially Javanese and Minangkabau

2018 ◽  
Author(s):  
Aisiah Aisiah ◽  
Sumarno Sumarno
Keyword(s):  
College Students ◽  
Research Methods ◽  
History Education ◽  
Historical Consciousness ◽  
Historical Research ◽  
State University ◽  
Historical Events ◽  
Finding Meaning ◽  
Education College ◽  
Historical Research Methods

The purpose of this study was to identify level of historical consciousness of college students in Indonesia in terms of ethnic groups, particularly Javanese and Minangkabau ethnics. Historical consciousness is measured by four aspects, namely knowledge of historical events, understanding of historical research methods, finding meaning of historical events and viewing historical usefulness. Subjects were Javanese college students, represented by history education college students of State University of Yogyakarta and Minangkabau college students represented by history education college students of Padang State University. The research data were collected through historical consciousness test. Test instruments were formulated in the form of multiple choice questions associative consisting of knowledge about historical events, understanding of historical research methods, finding meaning of historical events and viewing usefulness of history. The data were analyzed by the percentage of the average scores level of historical consciousness on both ethnics group of college students. Overall, result analysis showed that percentage score of historical consciousness of Javanese college students is 42% higher than college student of Minangkabau i.e. 39%. It means that the level of historical consciousness of Javanese college students higher than Minangkabau college students.

scholarly journals How to make sense of the past – salient issues of Metahistory

2007 ◽  
Vol 3 (1) ◽  
Author(s):  
Jorn Rusen
Keyword(s):  
Intercultural Communication ◽  
20Th Century ◽  
Historical Thinking ◽  
Historical Consciousness ◽  
The Past ◽  
New Approaches ◽  
Historical Culture ◽  
Leading Question

This aerticle provides an overview of current issues in metahistoty. Basic categories of historical thinking, such as memory and historical culture, or historical consciousness, are outlined and contextualised in the field of historical studies. The leading question adresses the process of historical sense generation and its fundamental principles and criteria. In respnse to the traumatic historical experiences of crimes against humanitiy in the 20th century two culturally established procedures of sense generation are applied to historical thinking: mourning and forgiving. The author tries to widen the horizon of historical thinking into the dimension of intercultural communication. In the process he responds to the challenge of globilization. There is an accent on the need to pursue new approaches in history.

scholarly journals PENDIDIKAN VOCATIONAL SKILLS

2019 ◽  
Vol 2 (1) ◽  
pp. 68-87
Author(s):  
Denden Sudarman Hadiwijaya ◽  
Ahmad Hilal Hadiwijaya
Keyword(s):  
Qualitative Method ◽  
Formal Education ◽  
Public Life ◽  
Data Retrieval ◽  
Boarding School ◽  
Educational Institutions ◽  
Vocational Skills ◽  
Extra Curricular Activities ◽  
The World

This article aims to determine how important the vocational skill education for students in the Darussalam Islamic Boarding School of Kersamanah Garut. The background of this research is that ideally the person who was educated both formal and non-formal schools at least have the skills of life that it faces, especially in the world of work. In fact there are a lot of unemployment among educated either issued by the formal and non-formal education is still unused and still many educational institutions interventioned with offices and civil service, and there are still doubts in the world of work on the output issued boarding. Therefore it is necessary to study "Education Vocational Skills (Case Study In Darusaalam Islamic Boarding School Kersamanah Garut)", This study aims to describe and analyze the development of vocational skills in applied as future supplies students. It uses the method to achieve the goal of research is to reserch descriptive qualitative method. Data retrieval is done by interview, observation and documentation. Results from this study showed that the Darussalam Islamic Boarding school is a boarding school that equip students with vocational skills through extra-curricular activities in the form of education life skills oriented vocational education skills such as : organizational and clerical schools , or in the form of a course in which there are education vocational skills such as : automotive , sewing and culinary art , or other training by bringing in trainers from outside schools , in order to motivate students to become productive graduates who are able to enter public life line

scholarly journals Of dragons and dinosaurs: How children’s toys and games create ideas of the past, of history and of fiction

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Christoph Kühberger
Keyword(s):  
Historical Fiction ◽  
History Education ◽  
Historical Thinking ◽  
Evidence Base ◽  
Ethnographic Research ◽  
The Past ◽  
Historical Culture ◽  
Fictional Representations

This article outlines a trend in popular historical culture which has seen the increasing replacement of a concept of history that rests on some form of evidence base by visions of fictional pasts, or – to put it more precisely – by an ambiguous blend of the past and fictional pasts. Drawing on ethnographic research focused on the contents of Austrian children’s rooms, this paper explores traceable manifestations of history and historical fiction, particularly toy dragons and dinosaurs, in their properties as objects and as focuses of their owners’ interpretations as ascertained in interviews. The research finds little clear demarcation in the minds of the children interviewed (all between 8 and 12 years old) between imaginings and cognitive attempts to reconstruct the past. The article examines the influence of these factual–fictional representations on historical thinking from a history education perspective.

Conclusion

2018 ◽  
pp. 165-178
Keyword(s):  
Personal Development ◽  
Formal Education ◽  
Public Life ◽  
Practical Philosophy ◽  
Science Philosophy ◽  
The Impact ◽  
The Way

After a quick reminder of this project's main objectives and their outcomes, this chapter considers the impact of a cross-disciplinary approach on education, arguing that it is not only a fruitful pedagogical method, but also a deeply enriching path for personal development, in the same way that mentoring and international journeys are. We also consider what we have learned about the way in which science, philosophy, and narratives are intricately connected. We make recommendations for further research, especially on the role of narratives and philosophy in other cross-disciplinary fields, such as culture, psychotherapy, and the challenges currently posed by technology. We encourage further exploration of the ways in which narratives may be abused to advance particular interests in various fields of public life. We end with a reminder of the prolific role of both stories and practical philosophy in the process of formative education (or personal development in general). Here, mentors and journeys have a key role, equivalent to that of internships in formal education.

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