Historical Knowledge and Historical Reality: A Plea for "Internal Realism"

Lorenz, Carrie

doi:10.2307/2505476

Cited by 71 publications

(24 citation statements)

References 5 publications

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“…Understanding of the historian's work has developed at an accelerated rate since the nineteenth century from extreme positivism -"the historian describes history as it was" to extreme relativism, in the post-modern age, meaning "there is no one positivistic truth" -everything is a narrative, and in essence, every historian presents a particular ideological or political-class narrative (Stern, 1973;Lorenz, 1994).…”

Section: The "Friction" Between Training the Student To Be Both A "Himentioning

confidence: 99%

Trends and Changes in Training History Teachers in Academia, and Its Interface With the Israeli Education System

Cytrin¹

2018

JETS

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This article aims to examine the difficulties, misgivings, and criticism that exist in academia and the field of education, regarding creating history curricula relevant and significant to twenty-first century society and individuals; how compulsory history curricula can be suited to the methodology and didactics of training students as history teachers, and suggest several solutions to the issues discussed.The structure of knowledge approach in the discipline of history is problematic, and creates a complex challenge regarding preparing history students as teachers of the future. This is because this discipline represents, to a great extent, the wider fields of the humanities and social sciences which are very difficult to integrate into the school educational process.Historical research and the education system have different goals. The historian strives to clarify "historical questions", meaning issues from the past with the perspective of their having certain relevance to the future. In contrast, the education system seeks to shape the student's worldview and provide him with significant tools for coping with the challenges of the twenty-first century, as part of the "toolbox" that the education system believes will serve as a basis for the student's preparation to be a useful individual in society and for himself.In light of the weight of history in teaching values, based on reliable facts gained from historical research, the main role that should be given to teaching the subject is to teach critical thinking. The ability to understand history in its framework of reference, meaning, understanding change and the environment, needs to be developed. Likewise, it is necessary to arouse and develop the judicious use of facts and drawing conclusions. Learning history can, and must, take place both experientially and logically. Presenting the "historical story" alongside the "cognitive-critical" approach must be the primary "pedagogy" when instilling students with teaching skills.Achieving history curriculum goals is greatly dependent on the teaching and evaluation methods, and how well teachers succeed in bringing their students to be active and involved in the learning process. Therefore, a variety of teaching strategies must be employed, in the spirit of the constructionist approach. Training teaching students requires a variety of pedagogic methods and methodological approaches, and teaching literacy for strategies for interdisciplinary teaching methods, integrative learning, and use of digital technologies.

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Section: The "Friction" Between Training the Student To Be Both A "Himentioning

confidence: 99%

Trends and Changes in Training History Teachers in Academia, and Its Interface With the Israeli Education System

Cytrin¹

2018

JETS

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“…In his influential account, Marwick explains that while historical facts exist, they do so on the basis of substantiating evidence. Historical facts may then be employed differently by historians, shaped by the 'particular interpretation the historian is developing ' (1989: 196; see also Lorenz, 1994). As such, a focus on historical facts can be somewhat misguided in that it can obfuscate the extent to which particular interpretations are justified in relation to the available historical evidence.…”

Section: Facts and Skillsmentioning

confidence: 99%

Different battlegrounds, similar concerns? The ‘history wars’ and the teaching of history in Australia and England

Peterson

2015

Compare: A Journal of Comparative and International Education

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“…(LORENZ, 1994(LORENZ, , 1998BEVIR, 1994 Quais idéias os alunos trazem para a história? As pessoas quase sempre assumem que a história é uma matéria de "senso comum" sem as abstrações encontradas em ciências ou matemática.…”

Section: Em Direção Ao Conceito De Literacia Históricaunclassified

Em direção a um conceito de literacia histórica

Lee¹

2006

Educ. rev.

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RESUMOEste trabalho pretende esboçar considerações iniciais e muito provisórias de uma noção utilizável de literacia 1 histórica. Está sustentado sucintamente em algumas considerações filosóficas sugeridas pelos trabalhos de Bevir, Collingwood, Lorenz, Oakeshott e Rüsen, com a finalidade de decidir o que poderia se incluído de forma útil em tal noção. Mais substancialmente, emprega pesquisas empíricas recentes para sugerir qual consideração/aplicação de literacia histórica poderia ser discutida. Qualquer consideração útil exige prestar atenção em dois componentes: primeiro, as idéias dos estudantes sobre a disciplina de história; segundo, sua orientação em direção ao passado (o tipo de passado que eles podem acessar, e a relação deste com o presente e o futuro). Pesquisas conectando esses dois componentes de literacia histórica tiveram seu início recentemente, apesar da abordagem teórica de Rüsen dirigida à consciência histórica ter inspirado a investigação do segundo componente já há algum tempo em partes da Europa. Argumenta-se que o principal projeto para educação histórica deve ser o desenvolvimento de estruturas históricas aproveitáveis do passado, que não sejam "histórias de festas", mas que permitam aos estudantes assimilarem novos eventos e processos, tanto no passado ou no futuro e que sejam eles mesmos adaptáveis ao se defrontar com novo material recalcitrante. Instrumentos chaves daqui serão idéias adequadamente sofisticadas sobre considerações históricas, junto com conceitos proximamente relacionados, como significado, interpretação e mudança.Palavras-chave: Educação histórica; Orientação; Estrutura; Conceitos de segunda ordem; Compreensão histórica. ABSTRACTThis paper attempts to sketch an initial and very provisional account of a workable notion of historical literacy. It draws briefly on some philosophical considerations suggested by ¾ among others ¾ the work of Bevir, Collingwood, Lorenz, Oakeshott and Rüsen in order to decide what might be usefully included in such a notion. More substantially, it employs recent empirical research to suggest what an account of historical literacy might need to address. At the very least any useful account ought to pay attention to two components: first, students' ideas about the discipline of history; second, their orientation towards the past (the kind of past they can access, and its relationship to the present and future). Research connecting these two components of historical literacy has only recently begun, although Rüsen's theoretical approach to historical consciousness has inspired investigation of the second component for some time in parts of Europe. It is argued that a major project for history education must be the development of usable historical frameworks of the past that are not 'party histories', but allow students to assimilate new events and processes, whether in the past or the future, and are themselves adaptable in the face of recalcitrant new material. Key tools here will be adequately sophisticated ideas about historical accounts, togeth...

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Historical Knowledge and Historical Reality: A Plea for "Internal Realism"

Cited by 71 publications

References 5 publications

Trends and Changes in Training History Teachers in Academia, and Its Interface With the Israeli Education System

Trends and Changes in Training History Teachers in Academia, and Its Interface With the Israeli Education System

Different battlegrounds, similar concerns? The ‘history wars’ and the teaching of history in Australia and England

Em direção a um conceito de literacia histórica

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