Enriching Ethical Judgments in History Education

Autor/inn/en	Milligan, Andrea; Gibson, Lindsay; Peck, Carla L.
Titel	Enriching Ethical Judgments in History Education
Quelle	In: Theory and Research in Social Education, 46 (2018) 3, S.449-479 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2017.1389665
Schlagwörter	Ethics; Decision Making; History Instruction; Thinking Skills; Refugees; Immigration; Controversial Issues (Course Content); Justice; Personality Traits; Jews; War; Foreign Countries; Philosophy; Government Role; Teaching Methods; European History; Cuba; United States + Suchen Sie Ihr Suchwort? Ethik; Decision-making; Entscheidungsfindung; History lessons; Geschichtsunterricht; Denkfähigkeit; Flüchtling; Controversial issues; Kontroverse; Gerechtigkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Jew; Jude; Jüdin; Juden; Krieg; Ausland; Philosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Kuba; USA
Abstract	This article explores the relationship between the philosophy of ethics, history education, and young people's historical ethical judgments. In the last two decades, "ethical judgments," which focus on making decisions about the ethics of historical actions, has been acknowledged as a second-order historical thinking concept in history education. Despite the expectation that history students should make reasoned and critically thoughtful historical ethical judgments, this aspect of history education is under-emphasized and under-theorized. In addition, the limited research available indicates that history teachers' and students' ethical judgments are often oversimplified because they focus on the conclusion about the rightness or wrongness of an action over the thought processes involved in arriving at a justified position. Using refugee migration as an example of historical and contemporary controversy, we consider how the philosophy of ethics could enlarge the "ethical" in ethical judgment and offer history education a rich conceptual lens through which to explore making ethical judgments in, and about, the past. We argue that the kinds of questions, concepts, and lines of argument ethicists explore could better inform students' historical ethical judgments by illuminating the contested landscape upon which ethical judgments rest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01