scholarly journals Desarrollo de la conciencia histórica. Una propuesta de intervención y evaluación para la Educación de Adultos

Panta Rei ◽  
2021 ◽  
Vol 15 ◽  
pp. 135-159
Author(s):  
Héctor López-Bajo ◽  
Rosendo Martínez-Rodríguez ◽  
María Sánchez-Agustí
Keyword(s):  
Adult Education ◽  
Historical Thinking ◽  
Historical Consciousness ◽  
Historical Inquiry ◽  
Fundamental Issue ◽  
Historical Knowledge ◽  
Academic Year ◽  
Historical Thought

En esta investigación abordamos una cuestión fundamental de la enseñanza de la historia como es el desarrollo de la conciencia histórica ligada al pensamiento histórico. Para ello, se ha elaborado una conceptualización exhaustiva de las competencias de la conciencia y el pensamiento histórico, con el objetivo de evaluar su progreso en un grupo de diecisiete estudiantes que cursan la asignatura de historia en la Educación de Adultos. La evaluación se ha realizado a partir de una propuesta didáctica diseñada a tal efecto e implementada a lo largo del curso académico 2019-2020. Los resultados muestran que, a través de la metodología aplicada, basada en actividades de indagación e interpretación histórica, los estudiantes pueden mejorar sus niveles de conciencia y pensamiento histórico. Además, se comprueba que, a pesar de tratarse de dos ámbitos diferenciados del conocimiento, ambos grupos competenciales progresan de manera paralela y complementaria. The development of historical consciousness linked to historical thought, a fundamental issue in the teaching of history, is addressed in this research. To carry it out, an exhaustive conceptualization of the competences of consciousness and historical thought has been developed, with the aim of evaluating their progress in a group of seventeen history students in Adult Education. The evaluation has been made from a didactic proposal designed for this purpose and implemented throughout the 2019-2020 academic year. The results show that, through the applied methodology, based on historical inquiry and interpretation activities, students can improve their levels of consciousness and historical thinking. In addition, it is found that, despite being two different aspects of historical knowledge, both competence groups progress in a parallel and complementary way.

The Concept of Man as Presupposed by the Historical Studies

1970 ◽  
Vol 4 ◽  
pp. 14-31
Author(s):  
P. L. Gardiner
Keyword(s):  
Subject Matter ◽  
Historical Thinking ◽  
Philosophy Of History ◽  
General Context ◽  
Human Beings ◽  
Historical Knowledge ◽  
Philosophical Inquiry ◽  
The Subject ◽  
Historical Thought

I should like to begin by removing a misconception to which the title of this lecture may possibly give rise. My concern is not with general propositions regarding certain fairly well-attested human characteristics of the kind to which historians may, from time to time, advert in the course of their work or to which they may appeal in support of the account provided of some particular event or occurrence. I am not myself an historian, and for me to make ex cathedra pronouncements on such topics as these might well seem to constitute an unjustifiable intrusion upon a field about which I am not qualified professionally to speak. My subject lies within the sphere of philosophy of history rather than of history proper; it belongs, in other words, to a branch of philosophical inquiry, and as such relates, not to empirical facts and events of the sort to which the practising historian addresses himself, but to those assumptions, categories and modes of procedure that are, or are believed to be, intrinsic to historical thought and discourse. In this general context I wish to discuss two approaches to the problem of elucidating the character of historical knowledge and explanation. Both of the approaches I have in mind have achieved a considerable measure of support at the present time; they have also been widely understood as offering profoundly divergent — indeed, diametrically opposed — views of what is central to the structure of historical thinking and to the type of activity upon which the historian is essentially engaged. It has on occasions been suggested that what — amongst other things — divides adherents to the views in question is the fact that they are committed to radically different conceptions of the subject-matter of the historical studies; that is to say, of human beings and their activities. In the light of this fundamental disagreement, it is argued, many of the more intractable controversies that have arisen concerning the concepts and interpretative schemes in terms of which it is possible or legitimate to treat the human past become readily intelligible. In what follows I want to examine this claim. First, however, let me give a brief, and necessarily somewhat crude, outline of the two positions I have referred to, starting with one that is often described as ‘positivist’.

The Concept of Man as Presupposed by the Historical Studies

1970 ◽  
Vol 4 ◽  
pp. 14-31
Author(s):  
P. L. Gardiner
Keyword(s):  
Subject Matter ◽  
Historical Thinking ◽  
Philosophy Of History ◽  
General Context ◽  
Human Beings ◽  
Historical Knowledge ◽  
Philosophical Inquiry ◽  
The Subject ◽  
Historical Thought

I should like to begin by removing a misconception to which the title of this lecture may possibly give rise. My concern is not with general propositions regarding certain fairly well-attested human characteristics of the kind to which historians may, from time to time, advert in the course of their work or to which they may appeal in support of the account provided of some particular event or occurrence. I am not myself an historian, and for me to make ex cathedra pronouncements on such topics as these might well seem to constitute an unjustifiable intrusion upon a field about which I am not qualified professionally to speak. My subject lies within the sphere of philosophy of history rather than of history proper; it belongs, in other words, to a branch of philosophical inquiry, and as such relates, not to empirical facts and events of the sort to which the practising historian addresses himself, but to those assumptions, categories and modes of procedure that are, or are believed to be, intrinsic to historical thought and discourse. In this general context I wish to discuss two approaches to the problem of elucidating the character of historical knowledge and explanation. Both of the approaches I have in mind have achieved a considerable measure of support at the present time; they have also been widely understood as offering profoundly divergent — indeed, diametrically opposed — views of what is central to the structure of historical thinking and to the type of activity upon which the historian is essentially engaged. It has on occasions been suggested that what — amongst other things — divides adherents to the views in question is the fact that they are committed to radically different conceptions of the subject-matter of the historical studies; that is to say, of human beings and their activities. In the light of this fundamental disagreement, it is argued, many of the more intractable controversies that have arisen concerning the concepts and interpretative schemes in terms of which it is possible or legitimate to treat the human past become readily intelligible. In what follows I want to examine this claim. First, however, let me give a brief, and necessarily somewhat crude, outline of the two positions I have referred to, starting with one that is often described as ‘positivist’.

INFORMING HISTORICAL RESEARCH IN ACCOUNTING AND MANAGEMENT: TRADITIONS, PHILOSOPHIES, AND OPPORTUNITIES

1997 ◽  
Vol 24 (2) ◽  
pp. 111-149 ◽  
Author(s):  
Lee D. Parker
Keyword(s):  
Historical Research ◽  
Business History ◽  
Historical Knowledge ◽  
The Past ◽  
Field Of Inquiry ◽  
Historical Thought ◽  
The Way

Historical research in accounting and management, hitherto largely neglected as a field of inquiry by many management and accounting researchers, has experienced a resurgence of interest and activity in research conferences and journals over the past decade. The potential lessons of the past for contemporary issues have been rediscovered, but the way forward is littered with antiquarian narratives, methodologically naive analyses, ideologically driven interpretation and ignorance of the traditions, schools and philosophy of the craft by accounting and management researchers as well as traditional and critical historians themselves. This paper offers an introduction to contributions made to the philosophies and methods of history by significant historians in the past, a review of some of the influential schools of historical thought, insights into philosophies of historical knowledge and explanation and a brief introduction to oral and business history. On this basis the case is made for the philosophically and methodologically informed approach to the investigation of our past heritage in accounting and management

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.

The significance of family reminiscing for children’s historical consciousness

2021 ◽  
pp. 175069802110498
Author(s):  
Jukka Rantala
Keyword(s):  
Historical Consciousness ◽  
Interview Study ◽  
Media Culture ◽  
Historical Knowledge ◽  
Historical Discourse ◽  
The Past ◽  
Future Success ◽  
Historical Sites

Ten years ago, I set out to study the ways in which Finnish children encounter the past. Back then, I found that parents and grandparents play an important role as sources of historical knowledge. In early 2020, I duplicated the same interview study with 78 children between 10 and 12 years of age. Despite the changes in media culture, looking at photographs and visiting historical sites together with family have retained their relevance as historical activities. Storytelling through family mementos is also commonplace. Although the historical discourse of families revolves around everyday topics, the Finnish wars of 1939–1945 are still strongly present in historical storytelling. Against the backdrop of their parents’ and grandparents’ lives, children perceive history as a progress narrative, which inspires them to believe in their nation’s and their own future success. In this article, I explore the significance of family reminiscing for children’s historical consciousness.

Old Testament Realism in the Writings of Erich Auerbach

2018 ◽  
pp. 187-224
Author(s):  
James I. Porter
Keyword(s):  
Twentieth Century ◽  
Old Testament ◽  
Historical Consciousness ◽  
Literary Genre ◽  
Human Consciousness ◽  
Literary Critic ◽  
Social Worlds ◽  
The West ◽  
The Real ◽  
Historical Thought

This chapter studies the work of the German literary critic Erich Auerbach, who wrote in response to the historical upheaval of the mid-twentieth century as a form of historical engagement. In his work, Auerbach endeavors to portray the evolution of historical consciousness in the West and the discovery of the human and social worlds it yielded. He reflects on this evolution in relating the narrative of realism. In this account, realism is not a literary genre, but rather the evolving recognition of human consciousness of its own conditions, the growing awareness, that is, that reality and the real inhere in the sensuous, the mundane, and the human. At the center of this narrative, Auerbach places Judaism and its heritage rather than Christianity. For Auerbach, history and historical consciousness first appear in the Jewish biblical stories, which provide in turn the structure and the framework for all subsequent expressions of historical thought and experience.

Evolution and Normalization: Historical Consciousness in Germany

2012 ◽  
Vol 30 (3) ◽  
pp. 35-63 ◽  
Author(s):  
Felix Philipp Lutz
Keyword(s):  
World War Ii ◽  
Political Culture ◽  
Historical Consciousness ◽  
West Germany ◽  
Strong Continuity ◽  
World War ◽  
Historical Knowledge ◽  
East And West Germany ◽  
The Holocaust ◽  
Nazi Era

German political culture has been undergoing gradual but significant changes since unification. Military engagements in combat missions, the introduction of a professional army, and a remarkable loss of recent historical knowledge mostly within the younger generations are hallmarks of the new millennium. Extensive education about the Holocaust is still prevalent and there is a strong continuity of attitudes and orientations toward the Nazi era and the Holocaust reaching back to the 1980s. Nevertheless, a lack of knowledge about history-not only the World War II period, but also about East and West Germany-in the age group of people under thirty is staggering. The fading away of the generation of victims who are the last ones to tell the story of persecution during the Holocaust and a parallel rise of new actors and technologies, present challenges to the educational system and the current political culture of Germany.

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