{"title":"Integrating historical and moral consciousness in history teaching","authors":"Mia Silfver, Liisa Myyry","doi":"10.52289/hej9.203","DOIUrl":null,"url":null,"abstract":"The aim of this study is to explore historical perspective-taking from a social psychological perspective and reflect on the role of social identities and conceptions of human nature in perspective-taking. The sample consisted of 160 Year 9 students in Finland who responded to a historical perspective-taking task based on an edited excerpt from the book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (Browning, 1999). Based on qualitative content analysis, four types of answers were identified: all groups have the potential for good and evil; in-group is morally superior; lessons learned from history; and in the future similar situation would be possible. Social identity as an in-group – out-group distinction was essential in the responses as well as moral and historical empathy. Our empirical data shows that many students are willing and able to reflect on complex ethical questions on history lessons, and therefore we suggest that open discussions and consideration of different perspectives should be encouraged in history teaching. In addition, connecting historical topics to current day issues would help students to recognize the patterns of thinking that may lead to intergroup conflicts and violence.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":" ","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.52289/hej9.203","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"HISTORY","Score":null,"Total":0}
引用次数: 1
Abstract
The aim of this study is to explore historical perspective-taking from a social psychological perspective and reflect on the role of social identities and conceptions of human nature in perspective-taking. The sample consisted of 160 Year 9 students in Finland who responded to a historical perspective-taking task based on an edited excerpt from the book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (Browning, 1999). Based on qualitative content analysis, four types of answers were identified: all groups have the potential for good and evil; in-group is morally superior; lessons learned from history; and in the future similar situation would be possible. Social identity as an in-group – out-group distinction was essential in the responses as well as moral and historical empathy. Our empirical data shows that many students are willing and able to reflect on complex ethical questions on history lessons, and therefore we suggest that open discussions and consideration of different perspectives should be encouraged in history teaching. In addition, connecting historical topics to current day issues would help students to recognize the patterns of thinking that may lead to intergroup conflicts and violence.
期刊介绍：
Historical Encounters is a blind peer-reviewed, open access, interdsiciplinary journal dedicated to the empirical and theoretical study of: historical consciousness (how we experience the past as something alien to the present; how we understand and relate, both cognitively and affectively, to the past; and how our historically-constituted consciousness shapes our understanding and interpretation of historical representations in the present and influences how we orient ourselves to possible futures); historical cultures (the effective and affective relationship that a human group has with its own past; the agents who create and transform it; the oral, print, visual, dramatic, and interactive media representations by which it is disseminated; the personal, social, economic, and political uses to which it is put; and the processes of reception that shape encounters with it); history education (how we know, teach, and learn history through: schools, universities, museums, public commemorations, tourist venues, heritage sites, local history societies, and other formal and informal settings). Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome.
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