Historical Culture: A Concept Revisited

Grever, María; Adriaansen, Robbert-Jan

doi:10.1057/978-1-137-52908-4_4

Cited by 49 publications

(32 citation statements)

References 20 publications

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“…The first is promoted by intellectual and conceptual historians, such as Reinhart Koselleck (1979Koselleck ( /2000 and François Hartog (2015), and studies the rise of historical consciousness as a collective mentality or attitude towards the past historically. However, by studying it as a historical phenomenon, a modern conception of history and modern forms of historical representation are already assumed in their analyses (Grever & Adriaansen, 2017). The second paradigm is prominent in history education studies and translates historical consciousness as a set of skills that enables individuals to understand the past on its own terms.…”

Section: Resultsmentioning

confidence: 99%

“…Hence the issue is to historicize and dynamise historical consciousness. To tackle this, we have defined historical culture as a holistic concept that offers the possibility to investigate the different ways in which people give meaning to the past (Grever & Adriaansen, 2017). Although all cultures have an understanding of the three temporal dimensions past, present and future, the meaning cultures attribute to these temporal dimensions is historically and culturally variable.…”

Section: Historical Consciousness As Part Of Historical Culturementioning

confidence: 99%

“…66ff. ) and in order to grasp these dynamics, it is important to study historical consciousness in relationship to the conceptions of history of a particular historical culture (Grever & Adriaansen, 2017). The fact that this variability in the meaning of historical consciousness has been somewhat overlooked in history education research has led to a conceptual confusion that we would like to clarify by disentangling the second, educational, paradigm that understands historical consciousness as an individual competence of historical understanding from the paradigm that understands historical consciousness as a collective mentality we have just discussed.…”

Section: Historical Consciousness As Part Of Historical Culturementioning

confidence: 99%

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Historical consciousness: the enigma of different paradigms

Grever

Adriaansen

2019

Journal of Curriculum Studies

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To make historical consciousness beneficial for history education research we need to disentangle its multidisciplinary backgrounds so that contradictory approaches and outcomes can be avoided. The aim of this article therefore is to clarify the enigma of its different paradigms. We will discuss two interrelated paradigms: one interpreting historical consciousness as a collective phenomenon that is characteristic for modern Western society, and the other treating historical consciousness on an individual level as a cognitive-epistemological category. We will show that several misunderstandings in educational research about historical consciousness result from the conflation of both conceptualisations and its underlying paradigms. Yet, by highlighting Hans-Georg Gadamer's notion of Wirkungsgeschichte (historical effect) we will argue that both conceptualisations are not entirely mutually exclusive. Including historically effected consciousness in the notion of historical consciousness does offer a wide range of opportunities, for history education scholars as well as history educators.

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Section: Resultsmentioning

confidence: 99%

Section: Historical Consciousness As Part Of Historical Culturementioning

confidence: 99%

Section: Historical Consciousness As Part Of Historical Culturementioning

confidence: 99%

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Historical consciousness: the enigma of different paradigms

Grever

Adriaansen

2019

Journal of Curriculum Studies

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“…Moreover, they include not only academia and schools but also the culture of memory (Assmann, 2010). Therefore, historical culture covers both material and immaterial culture, as well as academic and popular articulations (Grever and Adriaansen, 2017). Hence, toys can be regarded as a part of historical culture (Kühberger, 2018a).…”

Section: Theoretical Framework Historical Culture and Historical Learmentioning

confidence: 99%

‘With these exhibits many interesting things can be learned about past times’: Playmobil’s History Class – representations, reflections and expectations

Barsch

Mathis

2020

HERJ

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In 2018, the toy manufacturer Playmobil launched a ‘History Class’ as an addition to its ‘Furnished School Building’. The materiality of this toy, and the selection of teaching media represented in coloured plastic (a blackboard with timeline, magnifying glass, parchment roll, stone axe, posters and other sources), convey an idea of history education based on hands-on learning, a variety of methods, original encounters and work with historical sources. This paper presents results of an international research project in which 12 children in Germany and Switzerland were interviewed with the help of this toy as a stimulus. The aim was to find out to what extent children are able to deconstruct the toy as a historical-cultural product. In addition, the interviews were intended to grasp the children’s views on the ideal teaching of history. The data are evaluated using grounded theory methodology. The results show that the pupils express clear wishes as to how history teaching should be structured. A critical distance to the toy was not taken.

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“…Jika seseorang menafsirkan budaya historis sebagai ekspresi kesadaran historis, ia mengasumsikan kesadaran historis ada di luar budaya historis yang memberinya makna esensialis dan historis (Grever & Adriaansen, 2019). budaya budaya historis sebagai konsep holistik yang menawarkan kemungkinan untuk menyelidiki berbagai cara di mana orang memberikan makna dari masa lalu (Grever & Adriaansen, 2017). Konsep ini mencakup tidak hanya isi spesifik ingatan kolektif dan imajinasi sejarah, tetapi juga cara di mana hubungan masa lalu dibangun dalam interaksi dinamis antara agensi manusia, tradisi, kinerja, representasi historis dan diseminasi mereka (Grever & Adriaansen, 2019).…”

Section: Budaya Organisasiunclassified

Pengaruh Budaya Organisasi, Budaya Historis dan Pemetaan Stakeholder terhadap Branding Image Lembaga Pendidikan dan Dampaknya Terhadap Kinerja Lembaga

Ikmal¹

2020

pgr

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The academics management element uses the term 'school effect' in a number of ways to refer to the impact of certain school policies or practices, or the effects of several interventions. The purpose of this study is to analyze the indirect effect of organizational culture, historical culture and stakeholder mapping of the educational institution's branding image through variables between institutional performance. This research was conducted at the Alumni of the Tarbiyah Raden Wijaya College of Sciences, Mojokerto City. Province, East Java, uses the quantitative explanatory research description method. Primary data is collected and processed by itself and primary data sources directly provide data to data collectors on a Likert scale. Path analysis technique is used in testing the amount of contribution (contribution) shown by the path coefficient on each path diagram of the causal relationship between variables Organizational culture (X1), historical culture (X2), stakeholder mapping (X3) to the variable performance of the institution (Y) with variable between Branding image of educational institutions (Z). Correlation and regression analysis which is the basis for calculating path coefficients with the SPSS for Windows Version 20. While the study was conducted in August 2019. The exact population is unknown, using the Cochran formula a sample of 73 respondents was taken. From the results of the study it can be concluded as follows: 1) Organizational culture has no effect on the performance of the institution. 2) Historical culture has a significant effect on the performance of institutions. 3) Stakeholder mapping has a significant effect on the performance of the institution. 4) Organizational culture has a significant effect on the branding image of educational institutions. 5) Historical culture has a significant effect on the branding image of educational institutions. 6) Stakeholder mapping has no significant effect on the educational institution's branding image. 7) Institutional performance does not significantly influence the branding image of educational institutions. 8) Organizational culture, historical culture and stakeholder mapping each directly influence the branding image of educational institutions through variables between institutional performance.

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Historical Culture: A Concept Revisited

Cited by 49 publications

References 20 publications

Historical consciousness: the enigma of different paradigms

Historical consciousness: the enigma of different paradigms

‘With these exhibits many interesting things can be learned about past times’: Playmobil’s History Class – representations, reflections and expectations

Pengaruh Budaya Organisasi, Budaya Historis dan Pemetaan Stakeholder terhadap Branding Image Lembaga Pendidikan dan Dampaknya Terhadap Kinerja Lembaga

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