Conflict Transformation and History Teaching: Social Psychological Theory and Its Contributions

What makes difficult history difficult?

“…Education scholars have proposed a number of related terms to describe these histories, such as sensitive pasts (Van Boxtel, Grever, & Klein, 2016), violent past (Cole, 2007), difficult knowledge (Britzman, 2000), and traumatic pasts (Psaltis, Carretero, & Cehajic-Clancy, 2017). This variety of terms and definitions, sometimes used interchangeably, indicates the complexity of the matter at hand.…”

Maritime Education in Latvia in Historical Aspect

“…The historical development of maritime education has so far been underexplored and is therefore an ongoing research issue. The methodological basis for exploring the history of maritime education is the concept of humanitarianism, implemented in the approach of the theory of social constructionism in the development of education (Geißler, 2008, Psaltis et al, 2017, Schneider, 2007. Maritime education institutions formed as educational institutions for disadvantaged and non-privileged residents in the territory of Latvia, so they provided educational opportunities for young people who could not visit other types of schools due to lack of money and the lack of social marginalisation.…”

“…Jūrniecības izglītības vēstures izpētes metodoloģisko pamatu veido humānisma koncepcija, kas tiek īstenota sociālā konstrukcionisma teorijas pieejā izglītības attīstībā (Geißler, 2008;Psaltis, Carretero, & Čehajić-Clancy, 2017;Schneider, 2007). Pētījumā ir izmantotas sekojošas metodes :1) zinātniskās literatūras un dokumentu teorētiskā analīze un novērtēšana (Kennerley, 2002;Manuel, 2017); 2) vēsturiskā diskursa metode, lai izvērtētu navigācijas skolās realizēto didaktisko procesu; 3) biogrāfiskā metode, dokumentu un biogrāfiju satura analīze (Līvs, 2014 ;Legzdiņš , 2002), kas dod iespēju izmantot jūrnieku personisko, empīrisko pieredzi, apgūstot jūrnieka profesiju.…”

The Anti-Communist Resistance in the Făgăraș Mountains (Romania) as a Challenge for Social Memory and an Exercise of Critical Thinking

“…The interest for this part of the Romanian national history has been appropriated by young people and is maintained only sporadically either at a personal level (within family and/or community) or from an educational perspective (as interest in a topic that was well approached by a teacher of History). Carretero (2017) emphasizes two different approaches to historical education: a Romantic approach aiming at positively representing the past, the present and the future of the (local or national) social group, as well as the group's acceptance of the country's political history, and the Enlightened perspective focusing on building a critical capacity to approach historical events, including those from one's own community. Carretero believes that the Enlightened perspective may resuscitate students' interest in History.…”

“…Additionally, they learn to strike out idealized representations, and view heroes as complex characters acting under specific historical circumstances. Consequently, they should understand that historical representations are dynamic interpretations of the past which can suffer changes depending on research results and that the moral judgments on historical events are not definitive (Carretero 2017). Psaltis, Carretero and Čehajić-Clancy (2017) promote this didactical approach to history as transformative history teaching.…”