Processing Time - On the Manifestations and Activations of Historical Consciousness

Karlsson, Klas-Göran

doi:10.14361/transcript.9783839413258.129

Cited by 13 publications

(9 citation statements)

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“…The definition of historical consciousness in the history didactic discourse is in one way similar in a broad context. The history didactics that use the concept indicate that it covers three time dimensions: the past, the present and the future (Jensen, 1997;Rüsen, 2004;Karlsson, 2011;Lee & Howson, 2009;Shemilt, 2009;Seixas, 2004). Thereby, the concept of historical consciousness attempts to capture the mental and deeply human process whereby humans, by building on perceptions of the past, imagine the future to be able to act in the present.…”

Section: Third-order Concepts To Understand the Use Of History In The Contemporarymentioning

confidence: 99%

Opening or closing Pandora’s box? – Third-order concepts in history education for powerful knowledge

Alvén

2021

FdP

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In this article, I introduce third-order concepts in the history teaching as a way to reach powerful knowledge. If we understand powerful knowledge as a means to give students a competence to understand the contemporary world, to help them to engage in society´s conversations and debates about itself, and to understand the grounds for accepting or rejecting knowledge claims, we must then help them to understand what ontology the discipline of history rests upon. Consequently, third-order concepts can help students as these concepts shed a light on what perception of reality the historical narratives and the first-order concepts build upon in the history classroom. However, at the end of the day, I have my doubts – what if we provide arguments for groups that have an anti-liberal and anti-democratic agenda?

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Section: Third-order Concepts To Understand the Use Of History In The Contemporarymentioning

confidence: 99%

Opening or closing Pandora’s box? – Third-order concepts in history education for powerful knowledge

Alvén

2021

FdP

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“…Seixas and Clark (2004) use Nietzsche and Rüsen to analyse Canadian students' understanding of a mural from 1932. In the Nordic context, Karlsson (2011) has assembled a number of uses in a matrix that categorises different societal agents and their intentions (inspired by Nietzsche and Rüsen). His aim was originally to analyse public debate during the last years of the Soviet Union, but he has also vastly influenced curricular development in the Nordic countries.…”

Section: Use Of History: the Sidewalk As A History Bookmentioning

confidence: 99%

“…However, I suggest that, fundamentally, conceptualising uses of history aims to direct attention to activities and discourses that take place outside textbooks and classrooms. In everyday public life, references to history are everywhere, and we all use such references when we try to grasp what is happening, who we want to be, and what we want to accomplish (Karlsson, 2011). This everyday use is largely neglected; however, it is not absent within history-education practice and research (Knutsen & Knutsen, 2019;Nordgren, 2016;Seixas & Clark, 2004).…”

Section: Use Of History: the Sidewalk As A History Bookmentioning

confidence: 99%

“…1 As a concept, use-of-history refers to historical narratives, artefacts and symbols, and how they can be employed in all areas of public life for nearly any purpose. This concept directs our attention to specific activities and motives (Karlsson, 2011). Consequently, in addition to offering theoretical perspectives, the conceptual integration of historical consciousness and use-of-history in the syllabus also generates goals and objectives for learning to which teachers are expected to relate their teachings (Nordgren, 2016).…”

Section: Introductionmentioning

confidence: 99%

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The sidewalk is a history book: Reflections on linking historical consciousness to uses of history

Nordgren¹

2021

HEJ

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The ongoing discussion about what constitutes historical consciousness is intensifying within the growing international community of history-education researchers. What started as an exploration of how life outside schools affects our historical thinking has become a key concept for structuring formal education. This shift has largely been positive; however, there are reasons for caution. If practical adaption means outlining, classifying, and measuring levels of achieved awareness, it also presents a risk of losing the initial reason for considering the wider influence on our perceptions and orientations. My reflection in this article concerns this paradox and how it can affect a complementary concept, use of history. Using examples from everyday historical representations in public life, namely song lyrics, the BLM, and Sweden’s approach to Covid 19, I demonstrate why history education requires a broad understanding of historical consciousness and a readiness to work with public uses of history.

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“…However, this controversy does not follow the dividing lines that distinguish an anthropological position from a cultural achievement. Historical thinking skills can actually be highly important to examine how people use history (Johansson, 2019;Karlsson, 2011;Nordgren, 2016;Nordgren & Johansson, 2015). The anthropological understanding is not incompatible with imparting qualification and powerful knowledge as basic educational goals (cf.…”

Section: Historical Consciousness and The Aim For History Educationmentioning

confidence: 99%

Boundaries of historical consciousness: a Western cultural achievement or an anthropological universal?

Nordgren

2019

Journal of Curriculum Studies

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This article explores an underlying tension between two understandings of historical consciousness. On one hand, the concept is often perceived as a specific ability to historicize the world and thus appears as a modern cultural achievement. On the other hand, it is also conceptualized as an anthropological universal as the ability to make sense out of time seems to be a basic feature in all human societies. The basic aim here is to analyse both positions as theoretical constructs with implications for educational research and curriculum making. In order to frame how these ontological positions on historical consciousness have consequences at an operational level, the Goertz framework for complex concepts is used. This framework is applied to two previous studies that explored students' historical consciousness. The methodical assumption is that both the studies serve as exemplary indicators for the two different positions. My analysis of the studies shows how their conceptualization of historical consciousness restricts how they define their research interests. In the concluding part of this article, the analysis is used as a stepping stone to a broad and normative discussion on how historical consciousness could influence history education.

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Processing Time - On the Manifestations and Activations of Historical Consciousness

Cited by 13 publications

References 0 publications

Opening or closing Pandora’s box? – Third-order concepts in history education for powerful knowledge

Opening or closing Pandora’s box? – Third-order concepts in history education for powerful knowledge

The sidewalk is a history book: Reflections on linking historical consciousness to uses of history

Boundaries of historical consciousness: a Western cultural achievement or an anthropological universal?

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