关于南非历史理解和教学中“真实性”或“真实性”的史学思考

Van Eeden, S. Elize
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引用次数: 2

摘要

在历史科学(史学)中,对出版物中历史内容作为事实和/或虚构的理解和使用进行辩论已经走了很长一段路。例如,亚瑟·马威克在《历史、知识、证据和语言的新本质》一书中,作为历史学家通常面临的“八大战役”的一部分,提供了对写作(当然也包括教学)中事实和虚构方面的见解南非历史学家和历史教育家在研究关于该国历史的事实和虚构(也与“真相”或“真实性”相关的概念)的特征方面做出了多大的贡献,这将是本文的重点。对8份南非期刊进行了仔细审查,以了解学术界(作为文章作者)的思想和观念,包括他们处理特定历史的方式及其与真实性的联系,或他们因缺乏真实性而对过去历史的批评。作者的总体立场是,历史教育者也必须对片面的事实交换的现实或在过去的知识中创造虚构的感觉敏感,这些知识被用作继续和高等教育和培训环境的来源。教育工作者还必须让他们的学生对历史和教育史敏感,以便在课堂上阅读和使用与历史有关的资料时,能够充分了解和有效地做好准备。批判性阅读似乎是为解决已发表的历史研究的真实性水平做好准备的一种方式。批判性阅读的实践指导将在讨论的最后部分简要分享。1 T .海顿,“历史教育中真实性/真实性概念的重要性”,论文发表与再修,2015年8月28日。A·马威克:《历史的新性质》知识,证据,语言(英国汉普郡,帕尔格雷夫出版社,2001),第334页。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Thoughts about the historiography of veracity or "truthfulness" in understanding and teaching History in South Africa
Debating the understanding and use of historical content as fact and/or fiction in publications has come a long way in the science of History (historiography). Arthur Marwick for example, in “The new nature of history, knowledge, evidence, language” provides, amongst others, insight into aspects of fact and fiction in writing (and certainly so in teaching) as part of the “eight battles” historians usually face.2 To what lengths historians and educators of History in South Africa have contributed to voices and views in research on features of fact and fiction (concepts also associated with “truth” or truthfulness “cum veracity”) regarding the country’s past will be the key focus of the paper. Eight South African journals have been scrutinised for thoughts and notions of academia (as authors of articles) regarding their way of going about with particular histories and their associations with veracity, or their criticism against past histories because of an absence or lack of veracity. The general stand of the author is that educators of History must also be sensitised to the realities of onesided factual exchange or a sense of fiction-creating in past knowledge, used as sources in Further and Higher Education and Training environments. The quest is that educators must also sensitise their students of History and Education History to be sufficiently informed and efficiently prepared when reading and using sources related to History in the classroom. Critical reading seems to be a way to become prepared to address the level of veracity of published historical research. Hands-on guidance towards critical reading will be briefly shared in the last part of the discussion. 1 T Haydn, “The importance of the concept of veracity/truthfulness in history education”, Paper presented and reworked: CISH XXIInd Congress, Session, 28 August 2015. 2 A Marwick, The new nature of History. Knowledge, evidence, language (UK Hampshire, Palgrave, 2001), pp. 334.
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