Historical consciousness, knowledge, and competencies of historical thinking: An integrated model of historical thinking and curricular implications

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/hej8.107

A. Körber

引用次数: 4

Abstract

Comparative and reflection on history education across national and cultural boundaries has shown that regardless of different traditions of history education, legislative interventions and research, some questions are common to research, debate and development, albeit there are both differences and commonalities in concepts and terminology. One of the common problems is the weighting of the components “knowledge”, “historical consciousness”, and “skills” or “competencies” both as aims of history education and in their curricular interrelation with regard to progression. On the backdrop of a long standing debate around German “chronological” teaching of history, making use of some recent comparative reflections, the article discusses principles for designing non-chronological curricula focusing on sequential elaboration in all three dimensions of history learning.

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历史意识、知识和历史思维能力：历史思维和课程意义的综合模型

对跨越国家和文化边界的历史教育的比较和反思表明，无论历史教育、立法干预和研究的传统如何，一些问题在研究、辩论和发展中都是共同的，尽管在概念和术语上既有差异，也有共性。一个常见的问题是，“知识”、“历史意识”和“技能”或“能力”这三个组成部分作为历史教育的目标及其与进步的课程相互关系的权重。在围绕德国“按时间顺序”的历史教学进行长期争论的背景下，本文利用最近的一些比较思考，讨论了在历史学习的所有三个维度上注重顺序阐述的非按时间顺序课程的设计原则。

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.