{"title":"为什么历史是一个糟糕的老师?","authors":"Fedor Bluher","doi":"10.37769/2077-6608-2021-35-2","DOIUrl":null,"url":null,"abstract":"The article consistently examines the logical, ontological, social, political and ethical grounds for using the science of history as an edifying teaching material. It is shown that in each of the listed disciplines, when using historical material, specific contradictions arise that do not allow making an unambiguous conclusion on the basis of this material, thereby reducing the scientific potential of the above disciplines","PeriodicalId":328399,"journal":{"name":"Vox. Philosophical journal","volume":"1996 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Why is history a bad teacher?\",\"authors\":\"Fedor Bluher\",\"doi\":\"10.37769/2077-6608-2021-35-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The article consistently examines the logical, ontological, social, political and ethical grounds for using the science of history as an edifying teaching material. It is shown that in each of the listed disciplines, when using historical material, specific contradictions arise that do not allow making an unambiguous conclusion on the basis of this material, thereby reducing the scientific potential of the above disciplines\",\"PeriodicalId\":328399,\"journal\":{\"name\":\"Vox. Philosophical journal\",\"volume\":\"1996 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-12-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Vox. Philosophical journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.37769/2077-6608-2021-35-2\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Vox. Philosophical journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.37769/2077-6608-2021-35-2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The article consistently examines the logical, ontological, social, political and ethical grounds for using the science of history as an edifying teaching material. It is shown that in each of the listed disciplines, when using historical material, specific contradictions arise that do not allow making an unambiguous conclusion on the basis of this material, thereby reducing the scientific potential of the above disciplines
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