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- 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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- 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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- Ammert, Niklas, 1968-
(författare)
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Hur elever förstår och använder begreppen förändring och kontinuitet
- 2022
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Ingår i: Radar: Historiedidaktisk tidskrft. - Jelling : Historielab. - 2446-4309. ; , s. 1-12
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ämnesspråk och historiska begrepp betonas i både historiedidaktisk forskning och i styrdokument/läroplaner för historieämnet i flera länder. Frågorna om eleverna kan använda begreppen, hur de använder dem och om de förstår begreppen behöver svar. Artikeln handlar om dessa frågor och de illustreras av autentiska elevsvar. Avslutningsvis diskuteras tankar om hur lärare och elever kan utveckla förmågan att använda historiska begrepp.
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- 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
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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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- 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.
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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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