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| 2. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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Mapping moral consciousness in research on historical consciousness and education : a summative content analysis of 512 research articles published between 1980 and 2020
- 2022
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 54:2, s. 282-300
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to provide a unique overview of how third-order concepts, linked to moral consciousness, are expressed in research articles on historical consciousness related to education, as well as to document how frequently the concepts are applied between 1980 and 2020. A count of word frequency says something about how popular (strong) a concept is during a particular period, while different themes of moral consciousness enable teachers, students, and researchers to broaden their perceptions and sharpen their (moral) judgment in their day-to-day reflections and practices. The following questions guide the study: 1. How do words signal good/bad and right/wrong in the texts about historical consciousness? 2. How frequently are the words mentioned? And 3. What kind of frames do the choices of words indicate for educational practice and purpose(s)? Very strong, strong, medium, and weak words have been located between 1980 and 2020 depending on how often the words are mentioned. Five themes were found and are reported on in this article: cosmopolitanism, democracy, emancipation, character building, and existential struggles, which all come with different frames for how to approach the past in relation to the present and future in history education.
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| 3. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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The good citizen : Revisiting moral motivations for introducing historical consciousness in history education drawing on the writings of Gadamer
- 2020
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Ingår i: Citizenship, Social and Economics Education. - : Sage Publications. - 1478-8047 .- 2047-1734. ; 19:2, s. 133-150
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Tidskriftsartikel (refereegranskat)abstract
- Historical consciousness is regarded as an important means to stimulate moral citizens through history education. This article conceptually examines the moral dimension associated with historical consciousness by revisiting the paradigm wars between natural science based on positivism and human and social sciences during the 1960s–1990s as expressed through the voice of Gadamer. More specifically, the article explores:(1) the moral arguments that Gadamer put forward for introducing historical consciousness and (2) the epistemological and ontological building blocks for approaching morality in history education that his arguments brought to the fore. In general, moral consciousness in relation to historical consciousness draws attention to: (a) people’s life conditions, (b) that moral reasoning and practice are influenced by feelings and reason, (c) that reflections on past events can help to interpret our ways of being towards others in the present and future, (d) that a plurality of people, thoughts and history are important to acknowledge and (e) that every person is part of creating history and responsible for weaving the past/present/future web in ways that acknowledge others.
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| 4. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness
- 2020
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Ingår i: Ethics and Education. - : Taylor & Francis Group. - 1744-9642 .- 1744-9650. ; 15:3, s. 336-354
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Tidskriftsartikel (refereegranskat)abstract
- In light of current tendencies, where appreciating plurality and uphold everyone's equal value is being questioned from different directions, there is arguably a need to revive the ethical dimension of history education as a way of learning about difficult histories, including traumatic pasts. Since the 1970s historical consciousness has played an important role in articulating an approach to history with an ethical mindset. Although many theories suggest that there is a connection between ethics and historical consciousness, a deeper understanding of this link is generally absent. This article discusses selected key texts by major researchers in the field, namely Rusen, Seixas and Morton, Chinnery, and Simon. Their texts reflect four different perspectives, which, in this article are kept in dialogue with one another as a way of stimulating and sharpening ethical understanding and judgement in history education through the theoretical toolbox offered.
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| 5. |
- Löfström, Jan, et al.
(författare)
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Advances in ethics education in the history classroom : after intersections of moral and historical consciousness
- 2021
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Ingår i: International Journal of Ethics Education. - : Springer. - 2363-9997 .- 2364-0006. ; 6, s. 239-252
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Tidskriftsartikel (refereegranskat)abstract
- Using the history classroom as a context for ethics and moral education is a long, but also contested, tradition. Recently, more emphasis has been put on how to incorporate ethics education, with this paper exploring the spaces of ethics and moral education in the history classroom. It is argued here that insights from moral philosophy and theories of historical consciousness, but – importantly – also moral psychology and the study of moral emotions, are needed to realise the potential of history teaching and learning to support ethics education. Following this line, three spaces of ethics education in the history classroom are identified in this paper, including: reasoning about the moral quality of historical actors’ conduct; the use of historical empathy (perspective-taking); and reflection of the past’s moral meaning to the present and the future. As an example of how to implement this, a set of stimulus activities is presented that is designed for the classroom and a qualitative analysis of students’ responses that explicate expressions of students’ moral reasoning, perspective-taking, and historical consciousness.
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| 7. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Bridging historical consciousness and moral consciousness : promises and Challenges
- 2017
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Ingår i: Historical Encounters. - Newcastle : HERMES History Education Research Network. - 2203-7543. ; 4:1, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- This special issue is the result of the workshop, Towards an integrated theory ofhistorical and moral consciousness, supported by Riksbankens Jubileumsfond (The SwedishFoundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historianseura (The Finnish Society for the History of Education) and held at the University of Helsinki, in2015. History teaching and social studies education are increasingly expected to develop, amongother things, students’ historical consciousness. This goal is highly relevant for students’ ability todeal constructively with controversial issues of history which is an important civic competence inthe situation where in many societies’ political arguments concerning, for example, citizenshiprights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narrativesof historical change and continuity. However, there is a blank spot in the existing research onhistorical consciousness in that intersections between historical and moral consciousness remainvery much unexplored. This special issue seeks to identify promising theoretical and conceptualpoints of convergence for future interdisciplinary studies of historical and moral consciousness.Contributors are from the fields of history, educational research, social psychology, and philosophy.
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| 8. |
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| 9. |
- Ammert, Niklas, 1968-
(författare)
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En banbrytande historiedidaktiker
- 2013. - 1
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Ingår i: I farmors kök blev jag människa. - Lund : Sekel Bokförlag. - 9789187199158 ; , s. 19-28
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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