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| 2. |
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| 3. |
- Ammert, Niklas, 1968-
(författare)
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Att öva historia
- 2017
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Ingår i: Radar: Historiedidaktisk tidskrift. - Jelling, Danmark : HistorieLab. - 2446-4309.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Kender du kvaliteten af dine læremidler, og hvilke former for viden de kan give? Der findes et væld af undervisningsmaterialer at vælge imellem samt ofte utilstrækkelige boganmeldelser i forhold til elevøvelser og opgaver, som ellers kan være centrale. Læs her om at kvalificere dit materialevalg ved at identificere og analysere forskellige typer af viden, som findes i opgaver og øvelser i historiebøgerne.
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| 4. |
- 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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| 5. |
- Ammert, Niklas, 1968-
(författare)
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Contact and contrast : the subject of history and its relation to students 1905-2005
- 2014
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Ingår i: International Journal of Historical Learning, Teaching and Research. - : The Historical Association. - 1472-9466 .- 1472-9474. ; 12:2, s. 46-63
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Tidskriftsartikel (refereegranskat)abstract
- At a first glance at curricula, syllabi and textbooks, history teaching and its content in schools appear to be fairly unchanged over a long period of time. Selected subject matter, concentrated on political and social processes, war, peace, progress, and the objective to clarify changes, is in many respects the same. There are however aspects of history’s presentation that are seldom described or analyzed. One such aspect is how the relationship between the past and the student is approached. Connections between the past and the student in present time have the potential to make sense and meaning, and likely increase understanding of the past and of the student and society as interwoven in time.The study is based on a comparison between Swedish history textbooks and curricula during the period 1905 to 2005. Textbook characteristics sometimes do not have their counterpart in the curricula and syllabi. The consistencies and discrepancies that exist during the different time periods provide nuances for the picture of how curricula and syllabi intentions were realized and expressed
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| 6. |
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| 7. |
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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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| 10. |
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| 11. |
- Ammert, Niklas, 1968-
(författare)
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Ethical Values and History : a mutual relationship?
- 2013
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Ingår i: International Journal of Historical Learning, Teaching and Research. - 1472-9466 .- 1472-9474. ; 12:1, s. 5-15
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Tidskriftsartikel (refereegranskat)abstract
- In the last two decades, ethical values in the form of reconciling with the past and recognizing victimized groups in history, have become more common themes in history books and in history teaching, like a ‘moral turn’ in the writing of history. History didactics research points out that values issues and moral questions clarify issues and contexts, stimulating thinking over time and activating people’s historical consciousness. Previous research, however, often only states that there is a relationship. In this article, I describe and analyze on empirical grounds, first how values are approached, and have been approached, in Swedish history textbooks, and how history and values relate to each other. Thereafter, I describe how 15-year-old students in Sweden express the relationship between values and history. Central to the analysis is how the historical context can clarify values and at the same time, how values can function as an interface creating meaning and bringing together knowledge between the past, the present and the future.
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| 12. |
- Ammert, Niklas, 1968-
(författare)
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Ett innehåll förmedlas
- 2011. - 1
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Ingår i: Att spegla världen. - Lund : Studentlitteratur AB. - 9789144059204 ; , s. 259-278
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 13. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Externa historieprov : En studie av validitetsfrågor
- 2019
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Dåvarande Malmö högskola fick 2011 Skolverkets uppdrag att utarbeta och utforma det nationella ämnesprovet i historia för årskurs 9 i grundskolan. Malmö universitet även utarbetat kursprov i historia för gymnasieskolans kurser 1a1 och 1b. Ett syfte med denna studie är att analysera externa prov i historia i ett longitudinellt perspektiv. Det ger möjligheter att se och problematisera såväl förändringar som kontinuitet när det gäller proven, hur de har uppfattats samt deras resultat.
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| 14. |
- Ammert, Niklas, 1968-
(författare)
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Förväntningar och förekomst : Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken
- 2017
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Ingår i: NHM-2017, 29.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Elever möter historia i en rad olika sammanhang; i media, i spel, i reklam, i filmer och i historiska faktaprogram på TV för att nämna några. Elevernas uppfattningar och kunskaper har därför sannolikt formats redan innan de möter skolans undervisning och därefter formas de som en parallell process. I skolans historieundervisning spelar läromedlen fortfarande en viktig roll. De används i olika utsträckning och på olika sätt, men de finns ändå där som en konstant. En intressant spänning kan därför uppstå mellan elevernas förkunskaper, deras förväntningar och den bild av det förflutna de möter i skolan. I denna presentation tar jag det inom historiedidaktiken tidigare svagt beforskade begreppet förväntning eller förväntan som utgångspunkt. Jag studerar vilka förväntningar eleverna har på, och vad de menar är viktigt och vad de vill lära sig om, en historisk epok som de ännu inte har studerat i skolan – kalla kriget. Elevernas förväntningar jämförs med läromedlens urval och beskrivning av epoken. Studien bygger på gruppintervjuer med svenska elever i årskurs 8 och en analys av historieläroböcker för årskurs 9. Resultaten diskuteras i ljuset av syften och innehållsbeskrivningen i den kursplan i historia som infördes i Sverige från 2011.
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| 15. |
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| 16. |
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| 17. |
- 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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| 18. |
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| 19. |
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| 20. |
- 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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| 21. |
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| 22. |
- Ammert, Niklas, 1968-
(författare)
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History as knowledge : ethical values and meaning in encounters with history
- 2015. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- What do you know when you know something about history? What is important to know and how do you learn? Adolescents encounter history everywhere: at school, in the family, in media and society. But how do adolescents perceive history and in what ways do aspects of meaning and ethical values affect the encounters with history? This study discusses how Swedish adolescents and teachers encounter, communicate and define knowledge about history, analysing the process from curricula and history textbooks to the world of the pupils.
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| 23. |
- Ammert, Niklas, 1968-
(författare)
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History IRL : How participants perceive time travels
- 2016
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Ingår i: Bridging Ages Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- To travel in time can be described as an encounter between now and then. The time traveller experiences a constructed past interpreted in present time. At the same time the time traveller could use the past as a mirror to learn something about herself. These multidimensional relations between the past and the present could be perceived and interpreted in a variety of ways. In this presentation I will discuss a typology to chategorize and analyze time travellers’ perceptions of the past.
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| 24. |
- 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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| 25. |
- Ammert, Niklas, 1968-
(författare)
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Identifying aspects of temporal orientation in students' moral reflections
- 2019
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Ingår i: 8e Svenska historikermötet 2019, Växjö 8-10 maj.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The concept of historical consciousness has been the epicentre of history didactics in continental and northern Europe since the 1980s. However the concept is contested and, by some, regarded as vague or meta-physical. A main objection has been that it is not obvious how a historical consciousness can be definitively identified, analysed or categorized.In this paper historical consciousness is the theoretical frame when we present a matrix for analysing students’ expressions of temporal orientation by studying their reasoning on inter-relations between intrepretations of the past, understandings of the present and perspectives on a possible future. The matrix has been constructed by inter-linking two prominent theoretical models to analyse forms of historical consciousness, including Rüsen’s types of narratives and Chinnery’s strands of historical consciousness.Through the matrix, we analyse a selection of Finnish and Swedish lower secondary school students’ answers to a questionnaire about historical and moral reflections after reading an excerpt from Christopher Browning’s book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (orig. 1992). The students have answered and discussed open-ended questions regarding if and how the narrative in the excerpt has a relevant message for themselves and for people today and also if a similar situation could appear in Europe today or in the future. The matrix provides tools for categorizing the students’ answers. The theoretical basis of the matrix and preliminary results are discussed in the paper.
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| 26. |
- 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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| 27. |
- Ammert, Niklas, 1968-
(författare)
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In Search of a Living Past
- 2018
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Ingår i: The Time Travel Method. - Kalmar : Kalmar läns museum. - 9789185926855 ; , s. 78-83
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 28. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Inledning
- 2014. - 1
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Ingår i: Blickar. - Växjö : Linnaeus University Press. - 9789187925344 ; , s. 5-11
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 29. |
- Ammert, Niklas, 1968-
(författare)
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Inledning (Att spegla världen)
- 2011
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Ingår i: Att spegla världen. - Lund : Studentlitteratur AB. - 9789144059204 ; , s. 17-22
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 30. |
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| 31. |
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| 32. |
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| 33. |
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| 34. |
- Ammert, Niklas, 1968-
(författare)
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Meddelande till rymden
- 2015
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Ingår i: Rymden och människan: Rymdforskning i humaniora, konst och samhällsvetenskap. - Kalmar/Växjö : Linnéuniversitetet, Fakulteten för konst och humaniora. ; , s. 10-11
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 35. |
- Ammert, Niklas, 1968-
(författare)
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Mening i möten med historia
- 2016
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Ingår i: Möten med mening. - Lund : Nordic Academic Press. - 9789188168337 ; , s. 19-33
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 36. |
- 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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| 37. |
- Ammert, Niklas, 1968-
(författare)
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Mot samma mål?
- 2015
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Ingår i: Manus: Sveriges läromedelsförfattares förbunds tidskrift. - Stockholm : Sveriges läromedelsförfattares förbund. - 2000-4028. ; :2
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 38. |
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| 39. |
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| 40. |
- Ammert, Niklas, 1968-
(författare)
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Om läroböcker och studiet av dem
- 2011
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Ingår i: Att spegla världen. - Lund : Studentlitteratur AB. - 9789144059204 ; , s. 25-42
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 41. |
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| 42. |
- Ammert, Niklas, 1968-
(författare)
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On Genocide and the Holocaust in Swedish History Teaching
- 2015
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Ingår i: Historical Encounters. - 2203-7543. ; 2:1, s. 58-69
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Tidskriftsartikel (refereegranskat)abstract
- Teaching about the Holocaust and other genocides is emphasized in Swedish History teaching. In Sweden there is a public authority commisioned to work with issues related to tolerance, democracy and human rights. It is this context and under these conditions, that Swedish History teachers select a variety of topics for their students to learn, as part of the History curriculum. In addition to the Holocaust, they teach about crimes against humanity committed under communist regimes, the genocide of Tutsies in Rwanda, and mass murder and ethnic cleansing in former Yugoslavia. Teachers use a multiplicity of uses of history and teaching methods. They conduct a scientific use of history when focusing on the historical contexts and explaining the background, motives and consequences of genocide. Teachers also stress the students’ personal reflections and standpoints in a moral use of history. The teaching aims at developing understanding and empathy among students.
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| 43. |
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| 44. |
- Ammert, Niklas, 1968-
(författare)
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Patterns of reasoning : A tentative model to analyse historical and moral consciousness among Swedish 9th grade students
- 2015
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Ingår i: Book of Abstracts. - : University of Helsinki. ; , s. 94-94
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students find ethical and moral issues central and interesting when they interpret history. History can offer explanations and references to moral values that are still valid – or not valid – in our time. At the same time moral values provide conceivable contexts that connect students to the past. Views on interrelations between the past and the present seem to interact with the students’ moral foundations, questions, interpretations, understanding or repudiation. On a societal level similar phenomena can be identified when groups of people turn to history, either to handle challenges or to apologize or heal wrongs of the past. Furthermore the National Curricula prescribe ethical dimensions in school education, not least for the subject of history.In this pilot study Swedish 9th grade students discuss a text from Christopher Brownings’ book Ordinary Men. The students’ answers are analysed in a theoretical model including different types of historical consciousness and different aspects of moral reasoning. The aim is to study if there are patterns of interrelations and, if so, how these patterns are manifested.
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| 45. |
- Ammert, Niklas, 1968-
(författare)
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Patterns of reasoning : A tentative model to analyse historical and moral consciousness among 9th grade students
- 2017
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Ingår i: Historical Encounters. - : HERMES History Education Research Network. - 2203-7543. ; 4:1, s. 23-35
-
Tidskriftsartikel (refereegranskat)abstract
- Students find ethical and moral issues central and interesting when they interpret history. History can offer explanations and references to moral values that are still valid - or not valid - in our time. At the same time moral values provide conceivable contexts that connect students to the past. Views on interrelations between the past and the present seem to interact with the students' moral foundations, questions, interpretations, understanding or repudiation. On a societal level similar phenomena can be identified when groups of people turn to history either to handle challenges or to apologize or heal wrongs from the past. Furthermore National curricula prescribe ethical dimensions in school education, not least for the subject of history.In this pilot study swedish 9th grade students discuss a text from Christopher Brownings' book Ordinary Men. The students' answers are analysed in a theroetical model including different aspects of historical consciousness and different apsects of moral reasoning. The aim is to study if there are patterns of interrelations and, if so, how these patterns are manifested.
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| 46. |
- 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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| 47. |
- Ammert, Niklas, 1968-
(författare)
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Planerna på svensk invasion av Bornholm 1945
- 2023
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Ingår i: Elva-Posten : Kungl Kronobergs Regementes Kamratförenings Tidning. - Växjö : Kungl Kronobergs Regementes Kamratförening. ; :3-4, s. 19-21
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 48. |
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| 49. |
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| 50. |
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