Gauging reflexive historical thinking: An exploratory study of Columbian undergraduates

IF 0.5 Q1 HISTORY

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-05-04 DOI:10.52289/hej8.109

Joshua Large, Juan Pablo Román Calderón

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Abstract

This study gauges the development of an historical thinking skill we term reflexive historical thinking and its relationship to economic ideology among a group of undergraduate business students in an introductory history course at a Colombian private university. A survey was conducted twice during a semester in which students answered questions regarding historical agency, personal agency, and economic ideology. We measured the relationships and changes in responses regarding these factors. We hypothesized that students with greater awareness of broad social and economic forces as determinants of historical events would also be aware of an array of social and economic forces informing their personal outlooks. Moreover, we expected such awareness – both historical and personal – to increase during the course. Finally, we wondered how economic ideology influences such awareness. We found little support for the expectation that reflexive historical thinking developed over time, but interesting correlations between historical thinking and economic ideology.

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衡量反思性历史思维:哥伦比亚大学本科生的探索性研究

本研究在哥伦比亚一所私立大学的历史导论课程中，测量了一组商科本科生的历史思维技能的发展，我们称之为反思性历史思维及其与经济意识形态的关系。在一个学期内进行了两次问卷调查，学生们回答了历史能动性、个人能动性、经济意识形态等问题。我们测量了这些因素的关系和反应的变化。我们假设，对广泛的社会和经济力量作为历史事件的决定因素有更强认识的学生，也会意识到一系列社会和经济力量影响着他们的个人观点。此外，我们期望这种意识-无论是历史的还是个人的-在课程中增加。最后，我们想知道经济意识形态是如何影响这种意识的。我们发现很少有证据支持反身性历史思维会随着时间的推移而发展，但历史思维和经济意识形态之间存在有趣的相关性。

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来源期刊

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education HISTORY-

CiteScore

0.80

自引率

33.30%

发文量

审稿时长

10 weeks

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.