Story education: Assessing history education in light of narrative therapy

IF 0.5 Q1 HISTORY

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-11-04 DOI:10.52289/hej8.105

L. Garske

引用次数: 0

Abstract

This paper discusses the obstructive dimension of specific declarative knowledge on historical thinking. Through considering the anthropological and social-psychological functions of stories, the author identifies potential difficulties individuals may face when trying to decipher, understand, and evaluate particular stories, as intended by historical thinking. By comparing the incapacity to cope with complex historic narratives with the effects of trauma, the paper discusses how approaches in narrative psychotherapy may add interesting insights to the domain of history education. The paper concludes that selection of declarative knowledge needs to be critically reviewed from a pathological perspective if historical thinking is set to be one of the main functions of history education.

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故事教育:叙事疗法视野下的历史教育评价

本文讨论了特定陈述性知识对历史思维的阻碍维度。通过考虑故事的人类学和社会心理学功能，作者确定了个人在试图按照历史思维的意图解读、理解和评估特定故事时可能面临的潜在困难。通过将处理复杂历史叙事的能力与创伤的影响进行比较，本文讨论了叙事心理治疗方法如何为历史教育领域增添有趣的见解。如果要将历史思维作为历史教育的主要功能之一，就需要从病理学的角度对陈述性知识的选择进行批判性的回顾。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.