Translation and its discontents II: a German perspective

Körber, Andreas

doi:10.1080/00220272.2016.1171401

Cited by 20 publications

(18 citation statements)

References 13 publications

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“…The problem is twofold: firstly, it is necessary to sketch out why this exploration is important for educational research and curricular goals; secondly, the already ascribed ambiguity of the concept needs to be further addressed. The recent conversation in the Journal of Curriculum Studies between the two distinguished historical educators and researchers Peter Seixas (2016) and Andreas Körber (2016) is an excellent introduction to this problem. For Seixas (2016), the question of educational relevance goes to the crux of how modern historical awareness can interact in a multicultural society and with other more traditional beliefs.…”

Section: The Problemmentioning

confidence: 99%

“…However, this merging creates, as he points out, a dilemma for a diverse society, since the trajectory is understood in geo-political terms. For Körber (2016), such a direct parallel to a Western achievement becomes an overly narrow definition. Instead, he stresses that the concept should be open for comparative approaches:…”

Section: The Problemmentioning

confidence: 99%

“…These different positions will be further unpacked, but a working characterization is that, from the cultural achievement perspective, historical consciousness is a specific ability and presumes a culture with a developed idea of modern history and historicity (Kölbl & Straub, 2001;Körber, 2016). Modern and modernity are terms used to delineate an accelerated revolution of production, science and trade that began in the mid-18th century, as well as a new awareness that the historical process is continually developing (cf.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: The Problemmentioning

confidence: 99%

Section: The Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Nordgren

2019

Journal of Curriculum Studies

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“…Several education researchers also question the Western (Eurocentric) bias of the concept (e.g. Körber, 2016;Rüsen, 2002;Seixas, 2012). It is, however, precisely in this field that researchers tend to use the concept in ahistorical ways, leading to the perpetuation of a Western conception of history as linear development.…”

mentioning

confidence: 99%

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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“…Among teachers, those who teach history have a special position as socialization agents, because their subject deals with such questions as where we come from, who we are and where we are going. In European countries, which provide the context for the present study, this includes fostering students´ competencies to orientate themselves historically as participating citizens in liberal-democratic societies in the present and in the future (Körber andMeyer-Hamme, 2015: Seixas andMorton, 2013).…”

mentioning

confidence: 99%

Aims in teaching history and their epistemic correlates: a study of history teachers in ten countries

Sakki

Pirttilä‐Backman

2019

Pedagogy, Culture & Society

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Teaching history can mean balancing various tasks, from fostering national identity to enhancing critical thinking. In spite of the importance of the topic, there are few comparative studies of the aims of teaching history, even in Europe. Domain-specific epistemic beliefs are relevant for understanding the teaching and learning of history and the development of deliberative thought. We studied epistemic beliefs in the context of the general aims of teaching history. The respondents were 633 history teachers from ten countries. They rated the importance of 12 specified teaching aims, such as learning critical thinking, acquiring knowledge, developing patriotism, developing a personal identity. The epistemic beliefs were studied by asking how much the teachers agreed with four claims, such as historical truth is always tied to a perspective. Three meaningful clusters of teaching aims were identified. The clusters were named critical thinking and development; moral virtues and patriotism; and historical consciousness. History teachers in ten countries were classified within these clusters. There were significant differences among the clusters in the means of three epistemic beliefs. The results are discussed in the contexts of the countries studied.

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Translation and its discontents II: a German perspective

Cited by 20 publications

References 13 publications

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

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

Historical consciousness: the enigma of different paradigms

Aims in teaching history and their epistemic correlates: a study of history teachers in ten countries

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