{"title":"Editorial: Epistemic cognition in history education","authors":"M. Nitsche, C. Mathis, D. O'Neill","doi":"10.52289/hej9.101","DOIUrl":null,"url":null,"abstract":"Editor's introduction to the special issue.","PeriodicalId":53851,"journal":{"name":"Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education","volume":"27 16 1","pages":""},"PeriodicalIF":0.5000,"publicationDate":"2022-04-15","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/hej9.101","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"HISTORY","Score":null,"Total":0}
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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