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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-, 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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| 6. |
- 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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- 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
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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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- 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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- 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.
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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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