Historical Consciousness: The Enigma of Different Paradigms

Autor/inn/en	Grever, Maria; Adriaansen, Robbert-Jan
Titel	Historical Consciousness: The Enigma of Different Paradigms
Quelle	In: Journal of Curriculum Studies, 51 (2019) 6, S.814-830 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adriaansen, Robbert-Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1652937
Schlagwörter	History Instruction; Teaching Methods; Educational Philosophy; Interdisciplinary Approach; Epistemology; Educational Research; Consciousness Raising; Hermeneutics + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Bewusstseinsbildung; Hermeneutik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01