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- Ammert, Niklas, 1968-, et al.
(author)
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Bridging historical consciousness and moral consciousness : promises and Challenges
- 2017
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In: Historical Encounters. - Newcastle : HERMES History Education Research Network. - 2203-7543. ; 4:1, s. 1-13
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Journal article (peer-reviewed)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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- Ammert, Niklas, 1968-, et al.
(author)
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Historical and Moral Consciousness in Education : Learning Ethics for Democratic Citizenship Education
- 2022
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Book (peer-reviewed)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.
(author)
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Historical Consciousness and Democracy in Curricula. : An international comparative study.
- 2024
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In: HEIRNET 24, University of Stirling, 28-30 August, HEIRNET 2024 - History Education: Teacher of life, HEIRNET CONFERENCE ABSTRACTS.
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Conference paper (other academic/artistic)abstract
- Today history teaching in democratic nations is often expected to develop students’ critical and multilayered thinking and commitment to democratic values and human rights; yet History teaching has also served as an instrument for undemocratic and nationalist ideas (Rüsen, 2004; Karlsson, 2017). While notions of democratic citizenship and associated values can be an aim of history teaching, the subject does not in and of itself guarantee that democracy will be taught—or learnt. There is a need to scientifically explore the interlink between historical consciousness and democratic consciousness from an international perspective in more depth. Democratic consciousness is here understood as ideas about democracy expressed through a complex set of historically loaded values, ideas, and practices expressed through language (Edling et. al. 2022), and analysed through a discourse-historical approach (Wodak, 2015).The aim of the panel presentation with accompanying discussion is to provide an overview as well as a deeper understanding of intersections of historical and democratic consciousness expressed in school curriculums (especially through official knowledge documents such as syllabuses) focusing on the subject History in a number of countries on four continents—selected for their diverse trajectories of democratic developments and political cultures.Drawing on comparative education (Kazamias 2009; Kallo 2012; Jokilaetal 2015), curriculum theory (Englund, 1989), and critical discourse analysis (Wodak, 2011) the content in the curriculum documents is approached as texts that are infused with historically tinted ideas that influence present and future orientations and actions. The mode of relating to temporality (that is, historical consciousness), and commitment to democracy as a complex set of historically loaded values, ideas, and practices (democratic consciousness) is explored in-depth, thus providing with a nuanced road-map of democratic ideas in history education as well as their directions for educational practice in a variety of countries.
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- Ammert, Niklas, 1968-, et al.
(author)
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Identifying aspects of temporal orientation in students’ moral reflections
- 2020
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In: History Education Research Journal (HERJ). - London : UCL Press. - 2631-9713 .- 1472-9474. ; 17:2, s. 132-150
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Journal article (peer-reviewed)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.
(author)
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Perspectives on History and Moral Encounters
- 2022
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In: Historical Encounters. - Newcastle : HERMES Research Group, University of Newcastle. - 2203-7543. ; 9:2, s. 1-6
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Journal article (other academic/artistic)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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