| 1. |
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| 2. |
- 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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| 3. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Historical and Moral Consciousness in Education : Learning Ethics for Democratic Citizenship Education
- 2022
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Bok (refereegranskat)abstract
- Historical and Moral Consciousness highlights how ethics can be understood in the context of History education. It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights education.Drawing on a four-year international project, the book offers nuanced discussion and new scholarly understanding of the intersections between historical consciousness and moral consciousness within research. It develops new theoretical tools for history teaching and learning that can support teachers as they endeavor to educate for democratic citizenship. The book includes a meta-analysis of research within history Didaktik and around historical events with a moral bearing, and presents a comparative study of Australian, Finnish, and Swedish high school students’ moral understandings of historical dilemmas.Raising important questions about how our learning from the past is intertwined with our present and future interpretations and judgements, this book will be of great interest to academics, scholars, teachers, and post graduate students in the fields of history education, democratic education, human rights education, and citizenship education.
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| 4. |
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| 5. |
- Ammert, Niklas, 1968-, et al.
(författare)
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History and moral encounters - an international research project, its results and implications for heritage educattion
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The project, History and Moral Encounters: exploring theoretical and empirical intersections of historical and moral consciousness from a History didaktik perspective, funded by the Swedish Research Council 2017-2022, was aimed to increase understanding of intersections of historical consciousness and moral consciousness in order to develop new theoretical tools for History teaching and learning that can support education for democratic citizenship. A starting point was that historical consciousness and moral consciousness are intertwined in interpreting and making meaningful the connections between the past, the present, and the future. Prior studies have indicated this is the case, and in the project a set of theoretical and empirical studies were done in Sweden, Finland and Australia, to further theorise and probe the connections empirically. History as a school subject is expected and often also stipulated to address moral questions and values and promote education for democratic citizenship, but the conceptual basis for this has been under-developed. The paper presents some of the key findings of the project and takes the opportunity to discuss further their connection with, and implications for heritage education where moral values and the processing of links between the different layers of time, from the past to the future, are central but often under-theorised questions.
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| 6. |
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| 7. |
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| 8. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Identifying aspects of temporal orientation in students’ moral reflections
- 2020
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Ingår i: History Education Research Journal (HERJ). - London : UCL Press. - 2631-9713 .- 1472-9474. ; 17:2, s. 132-150
-
Tidskriftsartikel (refereegranskat)abstract
- History education comprises moral issues and moral aspects, often perceived as an important and meaning-making foundation that makes learning relevant and interesting. The interrelationship between time layers fuels historical interpretations and facilitates perceptions of moral issues. This article focuses on a study investigating how secondary school students express inter-temporal relationships in encounters with a morally challenging historical event, which for the participants would have been a moral dilemma. Using historical consciousness as the theoretical framework, a matrix linking two prominent theoretical models – Jörn Rüsen’s (2004) types of narratives and Ann Chinnery’s (2013) strands of historical consciousness – was developed to analyse and categorize secondary school students’ expressions of temporal orientation. To carry out the research, 15-year-old Finnish and Swedish students read an excerpt from Christopher Browning’s (2017) book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (originally published in 1992). The students answered and discussed open-ended questions regarding the relevance of the text to their lives and others’ lives, and the applicability of this historical situation to Europe now and in the future. Using this empirical material, the analysis provides a tentative overarching depiction of students’ expressions of temporal orientation, and reports on findings of how temporal orientations relate to moral reflection.
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| 9. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Moral Consciousness
- 2023
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Ingår i: Bloomsbury History: Theory and Method. - London : Bloomsbury Publishing.
-
Tidskriftsartikel (refereegranskat)abstract
- Moral consciousness can be defined as an ability to perceive that a social situation involves a moral dimension. It is the awareness that the consequence of one’s actions for the concerned parties is a morally pertinent issue, and an ability to think of potential consequences. As will be discussed below, moral consciousness has been given different meanings in different fields of scientific inquiry, and there is no widely established view of the content of the concept.The term “moral consciousness” has come up also in papers discussing historical consciousness though it usually has not been defined or elaborated in depth in that context. That there are connections, or “intersections” (Ammert et al. 2022), between how people relate to history and morality is evident. This happens, for example, in the encounter with history where reading a historical narrative sets in motion a moral evaluation of the historical event and the people involved in it. In fact, it is difficult to imagine a historical narrative that does not invite, at some level, the reader to a moral response.Exploring similarities and differences between the moral values and norms of the past and the present stimulates historical consciousness because it invites to reflect on the historical continuities and discontinuities and their implications for the future (Ammert 2015). Such reflections might easily express a presentist view that the current prevailing moral values are transhistorically valid, or relativism where every historical period is thought to have its own perception of morality that cannot be related to each other without it being anachronistic. Neither of these two positions is sensitive to the complexity of continuity and discontinuity between the past, present, and future, as in more elaborate historical consciousness. They are also not sensitive to the question as to what extent moral responses are culturally constructed or embedded in the psychology of the human species.
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| 10. |
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| 11. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Perspectives on History and Moral Encounters
- 2022
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Ingår i: Historical Encounters. - Newcastle : HERMES Research Group, University of Newcastle. - 2203-7543. ; 9:2, s. 1-6
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- We are at a time in world political history that seems to be on a precipice. Over the past decade, it is difficult to ignore the global growth in popularity for autocratic governments, also in some countries which for decades were either strong democracies or moving towards stable democratic governance. The current Russian attack on Ukraine brings into stark focus the political instability many citizens are facing—historical problems are causing, or used as a pretext for, current conflicts. History educators across many sectors—primary, secondary, university, and in public spaces such as museums and galleries – are curious about how these and other current events and issues can and should be approached. The events raise anew the questions of whether and how we can learn from the past, what we value as good and bad in the past, and how these insights might affect our present and future judgements. In relation to this it becomes vital to ponder how educators and members of the public can communicate the situation in Ukraine and similar events to others, while avoiding the bias that presentism can bring.
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| 12. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas : observations from a Swedish-Finnish survey study
- 2019
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Ingår i: NOFA7 Abstracts. - Stockholm : Stockholm University. ; , s. 20-20
-
Konferensbidrag (refereegranskat)abstract
- One the general learning objectives in school education is often development of students’ abilities of empathy, as part of their ability to deal with moral questions in ethically commendable ways. In history teaching one of the main learning objectives is development ofstudents’ historical empathy, i.e. their ability of social perspective taking that involves putting oneself in the position of historical actors and understanding the cultural, social and psychological factors that probably were present in the historical situation. Our paper discusses the relation between development of historical empathy and development of moral sensitivity as learning objectives, and it presents the matrix that we have used in the preliminary analysis of the complexity of students’ responses in a questionnaire which involved historical dilemmas. The question discussed in the paper is part of a wider research project on intersections of historical and moral consciousness.The empirical material discussed in the paper derives from a questionnaire study of c. 200 Swedish and Finnish lower secondary school students (9th grade). Students were asked to put themselves in the situation of particular historical actors and to answer questions that involved dealing with moral dilemmas. The students were asked to read an excerpt from Christopher Browning’s book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (orig. 1992) that describes the actions of men in the Police Battalion in the Holocaust during World War II. After reading the text the students were asked to answer open questions relating to the events in the excerpt. The material was analysed using a theory-driven qualitative analysis and the students’ answers were interpreted as expressions of their ability of social perspective taking and moral sensitivity. The analytic frame was built on theories of levels of historical empathy (Lee & Ashby 2001), social perspective taking (Hartmann & Hasselhorn 2008), and moral sensitivity (Rest 1986). The paper analyses the patterns that are visible in the students’ responses, the focus being on potential connections between levels of
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| 13. |
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| 14. |
- Arvidsson, Malin, 1983-
(författare)
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Att ersätta det oersättliga : statlig gottgörelse för ofrivillig sterilisering och vanvård av omhändertagna barn
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- in 1999 the Swedish Parliament decided to provide economic compensation to victims of involuntary sterilization, and in 2012 a similar law was enacted to redress neglect and abuse in foster homes and orphanages. This study explores the dilemmas that arise with reparations for past injustices, focusing on the process leading up to the reparation laws. Four themes are investigated: [1] state redress as the result of political action, [2] the identification and documentation of historical injustices, [3] how issues of responsibility were discussed and, [4] the juridification of redress.This study shows that it took approximately ten years for the first public claims for redress to gain enough political momentum to yield results. In both cases governmental commissions were set up. However, the commissions used different methods and materials. Involuntary sterilizations were mainly investigated through re-interpretation of existing source material, whereas child abuse was primarily documented through interviews. The two commissions also differed in how they judged the past: the Inquiry on Sterilization employed a historicising approach, while the Inquiry on Child Abuse and Neglect in Institutions and Foster Homes employed a contemporary normative approach.In both cases, the moral responsibility of the state to give redress was stressed, rather than any legal liability. Redress was granted ex gratia, i. e. as an act of grace, through temporary laws, rather than as an admission of legally established wrongdoing. Deserving victims were to be identified through court-like procedures, which sparked a debate on how to uphold due process and what kind of evidence woould be admissible and sufficient. Hence reparations for historical injustices carry many paradoxes that need to be adressed in future discussions on redress.
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| 15. |
- Björklund, Mattias, 1971-
(författare)
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Beyond Moral Teaching : Financial Literacy as Citizenship Education
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores what financial literacy is, what financial literacy becomes and what financial literacy could become within the context of a citizenship education such as the Swedish upper secondary subject of social studies. Financial literacy does not intuitively converge with social sciences which leaves social studies teachers to both teach and realise financial literacy. Thus, teachers become co-creators of financial literacy as a school subject. This thesis explores this process via two different studies resulting in four research articles. In the first study, semi-structured interviews – analysed through PCK – are used to explore the perceptions of Swedish social studies teachers in upper secondary school regarding financial literacy teaching and learning. The findings include differences between experienced and novice teachers regarding which content knowledge and pedagogical approaches they use. However, all teachers express difficulties fitting financial literacy into social studies, mainly due to a perception of financial literacy primarily being a private matter, along with the unclear relationship between financial and societal issues. The second study is designed as a financial literacy teaching intervention. Students’ views on a financial dilemma are analysed using citizenship conceptions and threshold concepts. The findings are used to discuss design principles for financial literacy teaching. Salient conclusions in the thesis include citizenship education being able to frame financial literacy and provide epistemic features which can make financial literacy more teachable and learnable. It is hoped that the results from this thesis can inform future financial literacy teaching design as well as policy discussion related to financial literacy teaching and learning contextualised with another subject, especially citizenship education.
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| 16. |
- Bladh, Gabriel, 1959-, et al.
(författare)
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Samfundsfag i Norden – återblickar, inblickar och utblickar på ett ämnesdidaktiskt fält.
- 2021
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Ingår i: Abstract Book. - : Western Norway University of Applied Science.
-
Konferensbidrag (refereegranskat)abstract
- De nordiska länderna delar många förutsättningar i sin historia, kultur och samhällsutveckling. Den nordiska kulturella gemenskapen och de nordiska välfärdssamhällena har format en kontext för många gemensamma utbildningshistoriska avtryck eller utvecklingstrender i våra skolsystem. Ur ett ämnesdidaktiskt perspektiv ställer vi i denna workshop frågan vad som kännetecknar de samhällsorienterande skolämnena i ett nordisk komparativt perspektiv. Med utgångspunkt i tidsbilder från en konferens om nordiskt samfundsfag i Oslo 1959, och tidskriften Nordidacticas tio år som nordisk arena för de samhällsorienterade ämnena diskuteras bland annat om det finns särskilda nordiska ämnesdidaktiska samfundsfag traditioner och om och hur de är under förändring. Hur möts utmaningar kring t.ex. kreativitet, literacitet och kritiskt tänkande i ämnena?
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| 17. |
- Blanck, Sara, 1980-
(författare)
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Elever möter samhällsfrågor : Didaktiska och bildningsteoretiska perspektiv på samhällsorienterande undervisning om epoktypiska samhällsfrågor
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Med utgångspunkt i didaktik och bildningsteoretiska perspektiv är syftet med denna avhandling att undersöka och analysera ämnesövergripande undervisning om epoktypiska samhällsfrågor i grundskolan för att utveckla kunskap om undervisningens didaktiska möjligheter och utmaningar.Avhandlingen är en sammanläggning och består av tre ingående texter: en licentiatuppsats om samhällskunskapsämnet i ämnesintegrerad undervisning som genomfördes 2012–2014 samt två artiklar från forskningsprojektet ”Att utveckla undervisning i samhällsfrågor: om didaktiska val i SO-ämnena i grundskolans mellanår 4-6” som genomfördes 2017–2022. I de empiriska undersökningarna användes olika metoder såsom observationer och ljudinspelning av undervisning, intervjuer med lärare, enkät, fokusgruppsintervjuer med elever samt forsknings- och utvecklingscirkel tillsammans med lärare. Vid analysen används didaktiska och bildningsteoretiska perspektiv för att analysera empirin. Resultaten presenteras i form av så kallade curriculumprinciper som kan fungera som utgångspunkter för lärares didaktiska analys, val och handlingar, när det kommer till undervisning om epoktypiska samhällsfrågor. Genom en analys av de didaktiska relationerna visas betydelsen av att lärarens didaktiska val görs utifrån ett relevant och kraftfullt innehåll som också blir meningsfullt för elevers samtid och framtid. Fyra curriculumprinciper föreslås som utgångspunkter för lärare när de planerar och genomför undervisning om epoktypiska samhällsfrågor. De två första principerna handlar om hur ett flerdimensionellt bildningsbegrepp, där kognitiva, etiska och estetiska dimensioner samverkar, kan utgöra en målsättning för undervisningen. Innehållet kan struktureras i ämnessamspel med skolämnenas olika bidrag till förståelsen av dessa komplexa samhällsfrågor. Den tredje och fjärde principen har utgångspunkt i dels elevers begreppsliga utveckling genom autentiska exempel och inferenser dels i hur lärares didaktiska val av exempel blir betydelsefulla för hur innehållet förstås av eleverna.
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| 18. |
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| 19. |
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| 20. |
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| 21. |
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| 22. |
- 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
-
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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| 23. |
- 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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| 24. |
- 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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| 25. |
- Ledman, Kristina, 1972-
(författare)
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Historia för yrkesprogrammen : Innehåll och betydelse i policy och praktik
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis offers critical perspectives on a history syllabus for vocational education and training (VET) tracks in Swedish upper secondary schools and adds to our knowledge and understanding of the educative function of history education for the individual and for society. The overall aim of this thesis is to critically investigate discourses that are voiced in different fields about the construction and reproduction of the history curriculum in VET tracks. A general question addressed is how vertical (critical and theoretical) and horizontal knowledge is articulated by the discourses in terms of the meaning of history in a VET context. The following four research questions were the focus of the four different studies in this thesis: How were non-vocational subjects discussed on a policy level during the post-war period, and what meanings were ascribed to history education? What aspects of history as a field of knowledge are recontextualised into a pedagogic discourse for the VET curriculum? How do teachers perceive the history syllabus? What do the students express concerning the history syllabus and history education? The results of these studies are reported in separate papers, and the aggregated results are analysed in this thesis. The data consisted of government bills and committee reports, material from the National Agency of Education archives, and interview data gathered through interviews with 5 teachers and 46 students. The major theoretical inspiration comes from Basil Bernstein whose theories of classification and framing, pedagogic discourse, pedagogic code, and vertical and horizontal discourses are used in the analysis. With the aid of these concepts, the content and meaning of history education for VET are connected to macro levels of education, and the way in which education reproduces social order when certain forms of knowledge are distributed to different groups in society is discussed. Three major conclusions are drawn. First, history as a pedagogic discourse comes forward as versatile and contradictory when the results from the studies are aggregated. There is, however, a shared understanding that the meaning of history in VET is to educate the students to become democratic and active citizens. Secondly, the investigated discourses ascribe history education with the potential to distribute critical and powerful knowledge. The students see a value for history education in their future as citizens and for giving them access the public conversation of society. A final conclusion is that the pedagogic code, embedded in the history curriculum, can be interpreted in two different ways. The emphasis on competencies and the focus on the last two hundred years can be interpreted as (A) an expression of a wish for immediate utility and thus an instrumental view of education or (B) the recontextualisation of scientific theories, concepts, and practices into a pedagogic discourse as a means to give students access to disciplinary (powerful) knowledge.
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| 26. |
- Löfström, Claes M.G., et al.
(författare)
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BF3-induced rearrangement of aziridinocyclopropanes derived from 2-phenylsulfonyl-1,3-dienes : A new approach to the tropane alkaloid skeleton
- 1996
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Ingår i: Tetrahedron Letters. - : Elsevier BV. - 0040-4039 .- 1359-8562. ; 37:19, s. 3371-3374
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Tidskriftsartikel (refereegranskat)abstract
- Five N-substituted derivatives of 1,2-methylene-3,4-aziridino 2-phenylsulfonyl cycloalkanes (3a-e) were prepared from their corresponding epoxy cyclopropanes via ring opening of the epoxide by sodium azide and subsequent triphenylphosphine induced cyclization. BF3-induced reaction of compounds 3a-e resulted in a rearrangement via a cyclopropyl carbinyl cation intermediate. In the case of tosylaziridine 3c bicyclic product 5, (tropane skeleton), was formed as the major product. With carbamate derivative 3a exclusive rearrangement to fluorocyloheptene 7 took place.
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| 27. |
- 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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| 28. |
- Löfström, Jan, et al.
(författare)
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Avanços na educação ética na aula de história : o prosseguimento das interseções da consciência moral e histórica
- 2023
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Ingår i: Currículo sem Fronteiras. - Brasil : Curriculo sem Fronteiras. - 1645-1384. ; 22
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Tidskriftsartikel (refereegranskat)abstract
- Usar a aula de história como um espaço para a moral e ética na educação é uma tradição de longa duração, mesmo que com contestações. Recentemente, tem havido uma maior ênfase em como incorporar a ética na educação, como é o caso deste artigo, que busca explorar os espaços da moral e ética na educação na sala de aula de história. Argumenta-se aqui que a compreensão da filosofia moral e das teorias da consciência histórica, assim como a relevante psicologia moral e do estudo das emoções morais, são necessários para perceber o potencial do ensino e aprendizagem da história dar suporte à ética na educação. Seguindo essa linha, são identificados neste artigo três espaços de ética aplicados à educação nas aulas de história, entre eles: o raciocínio sobre a qualidade moral da conduta dos atores históricos; o uso da empatia histórica (tomada de perspectiva); e reflexo do significado moral do passado para o presente e o futuro. Como exemplo de como implementar isso, é apresentado um conjunto de atividades de estímulo projetadas para a sala de aula, junto de uma análise qualitativa da resposta dos alunos, a qual explica expressões de raciocínio moral, tomada de perspectiva e consciência histórica dos alunos.
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| 29. |
- Löfström, Jan, et al.
(författare)
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Can, and should history give ethical guidance? Swedish and Finnish Grade 9 students on moral judgment-making in history
- 2020
-
Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2020:4, s. 88-114
-
Tidskriftsartikel (refereegranskat)abstract
- History is often invested with moral messages. When asked what history for them is, 15-year-old Europeans have strongly supported the option that history is instructive stories of good and evil, right and wrong. But what do they actually think of the potential of history as a moral guide? Do they think history can communicate what was, or would have been, the morally good choice of action in specific historic circumstances? Do they think moral questions should be discussed in a History classroom? Do young people in different countries answer these questions in the same way, and if there are differences, what are they? This paper aims to give some answers to these questions, using Swedish and Finnish Year 9 students’ responses from a survey and interviews that focused on their reasoning on moral questions in relation to history, and their ability to deal with moral dilemmas situated in a historical context. The focus is on how the students see historical knowledge as different from, or related to, moral judgment and what patterns are discernable in this respect. This is done by analysing what functions the students give to history and what arguments they use in justifying the answer. The data provides an opportunity to locate similarities and differences between Finnish and Swedish students’ responses. Tentative conclusions on the basis of the findings are discussed.
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| 30. |
- Löfström, Jan, et al.
(författare)
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Can and should history give ethical guidande? : Finnish and Swedish grade 9 students on moral judgement-making in history
- 2020
-
Ingår i: Nordidactica. - Karlstad : Karlstad University. - 2000-9879. ; 4, s. 88-114
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Tidskriftsartikel (refereegranskat)abstract
- History is often invested with moral messages. When asked what history for them is, 15-year-old Europeans have strongly supported the option that history is instructive stories of good and evil, right and wrong. But what do they actually think of the potential of history as a moral guide? Do they think history can communicate what was, or would have been, the morally good choice of action in specific historic circumstances? Do they think moral questions should be discussed in a History classroom? Do young people in different countries answer these questions in the same way, and if there are differences, what are they? This paper aims to give some answers to these questions, using Swedish and Finnish Year 9 students’ responses from a survey and interviews that focused on their reasoning on moral questions in relation to history, and their ability to deal with moral dilemmas situated in a historical context. The focus is on how the students see historical knowledge as different from, or related to, moral judgment and what patterns are discernable in this respect. This is done by analysing what functions the students give to history and what arguments they use in justifying the answer. The data provides an opportunity to locate similarities and differences between Finnish and Swedish students’ responses. Tentative conclusions on the basis of the findings are discussed.
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| 31. |
- Löfström, Jan, et al.
(författare)
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Editorial : Assessment and National Exams in Social Studies and Social Sciences
- 2023
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Ingår i: Journal of Social Science Education. - : Bielefeld University. - 1618-5293. ; 22:2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In the Introduction are outlined some central questions relating to why there has been increased interest toward assessment, evaluation and testing in educational policy in the last 30 years, and what effect this may have had on pedagogy. In the Introduction attention is drawn to the both negative and positive potential that there is in the new emphasising of student assessment.
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| 32. |
- Löfström, Jan, et al.
(författare)
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Editorial 2015:4
- 2015
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2015:4, s. i-i
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 33. |
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| 34. |
- Löfström, Jan
(författare)
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Finländska gymnasieelevers reflektioner över historiska gottgörelser - Vilka implikationer ger det för historieundervisningen i Finland?
- 2011
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Ingår i: Nordidactica - Journal of Humanities and Social Science Education. - Karlstad : CSD. - 2000-9879. ; :2, s. 64-88
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Tidskriftsartikel (refereegranskat)abstract
- The article discusses a study of what Finnish high school students think of the idea of reparing historical injustices. The philosophical and political aspects of historical reparations have been analyzed widely but there is a lack of research on how people actually ponder on such reparations. The topic is relevant for history teaching because people's reflections on historical reparations also tell about their historical consciousness more generally, e.g. regarding what they see as plausible explanations in history. The study is based on fourteen focus group interviews, made in 2008- 2009; the number of interviewed students was fifty-three. The article analyses the students’s reflections from the perspective of what the students think of the possibility of historical continuity in the context of transgenerational moral obligations and responsibilities. The article relates the findings to earlier studies of Finnish adolescents' historical consciousness and societal thinking, and it also ponders on the consequences of the analysis to the development of history teaching and history curricula in Finland.
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| 35. |
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| 36. |
- Löfström, Jan
(författare)
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Mot interkulturella färdigheter? De utomeuropeiska samhällenas historia i finländska gymnasiets läroplansgrunder, läroböcker och studentexamen
- 2015
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2015:4, s. 66-85
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Tidskriftsartikel (refereegranskat)abstract
- There is since 2003 an optional history course, Meeting of cultures (Kulturmöten), in the Finnish National Core Curricula for upper secondary schools. The course discusses the history of non-European societies. Some of the learning objectives can be criticised for reproducing a static picture of culture and cultural regions and for emphasising the competence to identify cultural differences rather than similarities. How images of cultural difference are constructed and what social implications and political uses they have is ignored in the objectives. The article analyses the curricula, the textbooks, and the matriculation examination questions relating to the course. It discusses, partly from an insider perspective, how the connections between curricula, textbooks and high-stakes test limit the possibility to redirect the approach in the course. It argues there has been little space in the course for reflexive analyses of the production and uses of cultural difference. Yet recent minor changes in the core curriculum may push textbook authors and exam constructors to a new fruitful direction when interpreting the objectives and contents in the core curriculum.
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| 37. |
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| 38. |
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| 39. |
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| 40. |
- Löfström, Malin, 1978-
(författare)
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Språklig stil och stajling bland finlandssvenskar i Stockholm : – ett mobilitetsdialektologiskt perspektiv
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I avhandlingen undersöker jag språklig stil och stajling bland västnyländska finlandssvenskar i Stockholm i ett material som består av intervjuer och smågruppssamtal med elva deltagare. Avhandlingens syfte är att undersöka den språkliga stilen när deltagarna samtalar med en sverigesvensk person. Syftet är också att söka rimliga förklaringar till varför de enskilda individernas språkliga stil och stajling ser ut som de gör i relation till deras identitet och till den sociala betydelse de tillskriver språk och språkförändring.Teoretiskt tar undersökningen avstamp i traditionell variations- och sociolingvistik och i modern sociolingvistisk teori. De två paradigmen speglas i analysmetoder och förklaringsmodeller. All språklig analys utförs på sekvenser ur intervjuerna, medan analys av identitetsaspekter och metaspråk utgår från både intervjuer och smågruppssamtal.Sammantaget tyder resultaten på att deltagarnas språkliga stil till övervägande del kan kategoriseras som finlandssvensk. De finlandssvenska varianterna förekommer stabilt i deltagargruppen, och analysen av samvariationen mellan varianter som representerar västnyländska, finlandssvenska och sverigesvenska illustrerar att finlandssvenskan kan sägas utgöra en övergångsvarietet eller en mellanvarietet mellan västnyländska och sverigesvenska. Bilden av att finlandssvenskan dominerar den språkliga stilen speglas även i deltagarnas metaspråkliga resonemang, och tolkningen av dessa tyder på att deltagarnas val att använda finlandssvenska i Stockholm i hög grad kan kopplas till identitetsfaktorer.Samtidigt visar variationsanalysen att språkförändring i form av stajling med sverigesvenska språkdrag förekommer hos alla deltagare, men i olika omfattning och med olika resurser hos olika individer. Den metaspråkliga analysen stödjer detta resultat. Den uttalade stajlingen går dels ut på att stajla helheten, dels på att använda sverigesvenska ord. Syftet med stajlingen är enligt metakommentarer främst att underlätta kommunikationen. På individnivå är stajlingen dock mer mångfasetterad och de språkliga valen kan kopplas till faktorer i den personliga identiteten och till den sociala betydelsen som deltagarna förknippar med olika språkdrag i Stockholmskontexten.En utvärdering av teori och metod indikerar att kombinationen av variationsanalys och tolkande innehållsanalys varit avgörande för att generera resultat som både ger en utförlig beskrivning av den språkliga stilen hos finlandssvenskar i Stockholm och dessutom ger nyanserade förslag på förklaringar till deltagarnas språkliga val i form av stajling.
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| 41. |
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| 42. |
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| 43. |
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| 44. |
- Seland, Idunn, et al.
(författare)
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Aims of Citizenship Education Across Nordic Countries : Comparing School Principals’ Priorities in Citizenship Education 2009–2016
- 2021
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Ingår i: Northern Lights on Civic and Citizenship Education. - Cham : Springer International Publishing. - 9783030667887 - 9783030667870 - 9783030667900 ; , s. 43-63
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Bokkapitel (refereegranskat)abstract
- The Nordic welfare state has been associated with certain ideas of citizenship, the highlights of which are equal rights, social mobility, democracy, and participation. To better understand how these ideas are interpreted in the educational system, this chapter compares school principals’ prioritization of the aims of civic and citizenship education in four Nordic countries as they are expressed in IEA’s International Civic and Citizenship Education Study (ICCS). We discuss our findings in relation to the Nordic model of education, meaning the governance of education epitomizing the Nordic welfare state. When comparing data from the survey of school principals in ICCS 2009 with ICCS 2016, we find a consistent prioritization of promoting students’ critical thinking, while items concerning democratic participation are the lowest priority.While these results are similar to the international sample, the Nordic principals’ support for promoting critical thinking is consistently stronger. In the Nordic welfare state, a shift toward neoliberal policies is seen as an adaption to economic challenges with an emphasis on development of human capital through knowledge, skills, and abilities. However, as critical thinking represents such abilities, this may also be seen as a prerequisite for social critique and political mobilization. We review these possibilities as representations of a break in or a continuation of the traditional ideas of citizenship associated with the Nordic welfare state. We conclude that, for Nordic principals, critical thinking may align with the recent international emphasis on competence while also relating to the concept of Bildung, an 18th-century emancipation ideal with deep roots in the Nordic model of education.
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| 45. |
- Sharp, Heather, et al.
(författare)
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A Review of Doctoral Theses Since 2000 : Historical Consciousness in the Australian Context
- 2020
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Ingår i: Yearbook (of the International Society for History Didactics). - Frankfurt am Main : International Society for History Didactics. - 1608-8751. ; 41, s. 123-140
-
Tidskriftsartikel (refereegranskat)abstract
- Historical consciousness and moral consciousness as a joint, or intertwined, concept is relatively new in the history education context of Australia. While it has been used for a longer period in research internationally, it is only in the past decade that is has gained momentum and popularity in the Australian research context. This paper examines doctoral theses submitted to Australian universities since 2000 to map how historical consciousness and moral consciousness is conceptualised in higher education research. As the largest group of researchers in universities, the selection of this concept to analysis how it is conceptualised and operationalised in theses is of interest when mapping its application. From a total of 14 theses that included the terms, two were selected for an in-depth case study that this paper reports on using a critical discourse studies approach.
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| 46. |
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| 47. |
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| 48. |
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| 49. |
- Tväråna, Malin, 1974-
(författare)
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Kritiskt omdöme i samhällskunskap : Undervisningsutvecklande studier av samhällsanalytiskt resonerande i rättvisefrågor
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Teachers struggle to design teaching that that will promote students’ social science knowledge in accordance with the citizenship education purpose of the subject. This study aims to expand the knowledge base of social science education by exploring the meaning of, and teaching for, the ability to critically analyse essentially contested value issues, specifically fairness and justice issues, in social science.The project concludes results from three studies containing five empirical intervention sub-studies of social science teaching, conducted at upper secondary, middle and lower primary school level. All studies were based on the educational design-based research approach learning study,where teaching interventions are designed, analysed and evaluated in collaboration with practising teachers. For the intervention design and the analysis of empirical data, phenomenography, variation theory and activity theory were used.The results comprise descriptions of what it is means to know how to reason critically about fairness and justice issues in social science, what the critical aspects for learning how to do this are, how this knowing can be related to different teaching practices and design principles, and what indications of an emerging ability to critically analyse these issues can be. The results can be used as tools when designing, implementing and evaluating teaching and as empirically grounded additions to a theoretical description of teachers’ pedagogical content knowledge. Based on the results, the progression of the ability is discussed and a model for social science analytical reasoning (samhällsanalytiskt tänkande) is proposed. The model expresses analytical reasoning in social science as the development of a critical judgement in relation to contested societal issues with the purpose of reaching an agency-directed citizenship education.
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