Search results

1

Kdyby nezabili Heydricha aneb kontrafaktuální dějiny ve školním dějepise

100%

Fapšo M.

Historie – Otázky – Problémy (History, Issues, Problems)

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2023

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vol. 15

|

issue 2

90-106

EN

The paper provides a theoretical reflection on the concept of counterfactual history in relation to school education and historical thinking. It shows how counterfactual history, which is widespread in popular culture, can be used to promote historical literacy among primary school children. In addition to theoretical analysis, the study includes a practical demonstration consisting of one model counterfactual history lesson based on the popular counterfactual scenario in which the assassination of Reinhard Heydrich did not take place.

2

Przyczynek do problemu prawdy w historii najnowszej

100%

Wrzosek W.

Rocznik Antropologii Historii

|

2012

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issue 1(2)

279–288

XX

Repritn: W. Wrzosek, O myśleniu historycznym, Bydgoszcz 2009, s. 114–125.

3

The Effect of Using a Virtual History Strategy on the Development of Historical Thinking Skills for Undergraduate Classroom Teachers

100%

Zaid K., Eyadat Y., Hailat S.

The New Educational Review

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2018

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vol. 51

115-124

EN

The primary purpose of this study was to investigate the effect of using a virtual history strategy on the development of historical thinking skills among a sample of undergraduate classroom teachers from one public university located in the middle part of Jordan. To achieve this purpose, a historical thinking test was adapted from Al-Safadi (1999), and applied to one classroom with (54) students who studied Arab world history course during the 2016/2017academic year. The results of the study indicated significant differences (α = 0.05) between the pretest and posttest in the students’ historical thinking as a result of utilizing the virtual history approach. The study was concluded by proposing practical and theoretical recommendations for the field of study.

4

Considerations of Psychologist about Historical Thinking

88%

Dymkowski M.

Historyka Studia Metodologiczne

|

2013

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vol. 43

5

Hledání nového konsensu: Učíme dějepis ve veřejném zájmu?

88%

Havlůjová H., Najbert J.

Historie – Otázky – Problémy (History, Issues, Problems)

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2018

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vol. 10

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issue 1

15-31

EN

The article aims to stimulate the debate on the need of improvement of the history education in the Czech Republic. First, it explores the public debates on teaching of communist history that includes some criticism of the quality of history education. Then it analyses conceptualizations of history education within the national curriculum. The analysis reveals that teachers need more consistent and elaborated system of history education aims and objectives if they are asked to facilitate effective development of pupils’ historical thinking. Therefore, two inspiring concepts of historical literacy and historical thinking that have been developed and tested very recently at German and Canadian schools are reviewed.

6

Jak zacházejí s minulostí čtenáři historických bestsellerů? Sonda do recepce Bílé Vody Kateřiny Tučkové

88%

Činátl K.

Moderní dějiny: sborník k dějinám 19. a 20. století (Modern History: Studies into 19th and 20th century history)

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2023

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vol. 31

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issue 2

79-106

EN

The study examines how readers use history when reading novels about the past. It focuses on two contemporary Czech historical bestsellers Bílá Voda (2022) and Šikmý kostel (2020). The reception examples are from the online reading platform Databazeknih.cz. The author relates the research of the reception of historical bestsellers to the issues discussed in contemporary memory studies. He is primarily interested in how new ways of digital communication contribute to changing shared ideas about the past. A probe into the reception of two historical bestsellers confirms that traditional ways of historical thinking (cause and consequence, continuity and change) are receding and a presentist relationship to the past based on emotions is gaining ground. The case study confirms the thesis about presentism and the dynamics of contemporary cultural memory formulated by François Hartog, Astrid Erll and Andrew Hoskins.

7

Dokolečka dokola. Cyklický model výuky dějepisu pro základní školy

88%

Fapšo M.

Historie – Otázky – Problémy (History, Issues, Problems)

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2021

|

vol. 13

|

issue 2

113-128

EN

The study presents a concrete proposal for the modification of the school educational program for history at primary schools. This proposal is based on the cyclical concept of teaching, i.e. that in each school year of the second level (6th to 9th grades) history as a whole be taught thematically from antiquity to the present, but always from a different perspective. The design of the program is an attempt at a specific implementation of modern didactic models (historical literacy, historical thinking) in teaching.

8

Miejsca pamięci w edukacji obywatelskiej

76%

Majchrzak K.

Studia Edukacyjne

|

2016

|

issue 42

251-262

EN

The text starts with a short introduction. Then the concept of place is defined and its inherent characteristics are described: its symbolism, multi-sided nature and multidisciplinary connotations. Afterwards the principles of place-based pedagogy are presented and it’s eclectic character is pointed out. Then, attempt explain idea of the memorial sites from the standpoint of history and pedagogy. In the final part the author relates to educational potential of (national) memorial sites and takes a stance on the role of memorial sites in citizenship education.

PL

The text starts with a short introduction. Then the concept of place is defined and its inherent characteristics are described: its symbolism, multi-sided nature and multidisciplinary connotations. Afterwards the principles of place-based pedagogy are presented and it’s eclectic character is pointed out. Then, attempt explain idea of the memorial sites from the standpoint of history and pedagogy. In the final part the author relates to educational potential of (national) memorial sites and takes a stance on the role of memorial sites in citizenship education.

9

POLITYZACJA/MITOLOGIZACJA HISTORII, CZYLI W CZYM NEURONAUKA (I METODOLOGIA) MOŻE POMÓC BADACZOWI HISTORII NAJNOWSZEJ?

75%

POMORSKI J.

Historia@Teoria

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2017

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vol. 4

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issue 6

15-42

EN

The narratives created by historians with respect to events of the past serve not only the cognitive aims, but may also be used in the current discourse of power and as such be referred to as ‘historical politics’. In such cases the spotlight is no longer on the historical truth, but rather on the ability to legitimize the power exercised by one social group or political party over the rest of the society. The reason why one reaches for historical myth and politicizes historical narrative is that the emotions evoked in the process can access the mind of a common creator of history (homo historicus) much easier compared to historians’ refi ned analysis based on credible sources and proper methodology. From the perspective of historical politics, a historian – being a rational entity aware of its past (homo metahistoricus) – becomes something redundant, an obstacle that has to be silenced, suppressed or removed. All that matt ers is homo historicus, as it is the ballot in his or hers hand that will eventually determine winners and losers on election day. As is known, history writt en by the victors diff ers substantially from the one writt en by the defeated. Having diagnosed this way the situation relating to every historian aware of social responsibility of the results of historical studies, the author underlines that historical narrative may be applied to building both positive and negative social capital. Th e myth and politicization of history act toward dividing a community, rather than uniting it. Th ere is no way to create an eff ectively operating community without referring to past experiences, although when describing those experiences, it is very easy to fall into various traps of historical thinking. For this reason, neuroscience and methodology are of such a great importance to the historian of the 20th Century History.

10

Epistemická přesvědčení v dějepise

75%

Ripka V., Sýkorová P.

Historie – Otázky – Problémy (History, Issues, Problems)

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2023

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vol. 15

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issue 2

55-72

EN

The theory of epistemic beliefs has proven valuable in advancing history education through inquiry-based learning. This study uses mixed methods to examine teachers’ epistemic beliefs in the History+ project. New analytical terms are proposed to differentiate the depth and situatedness of epistemic beliefs in order to address the discrepancies between the theory and the new findings, and a set of hypotheses is put forward to enhance the theory.

11

Historical Thinking in the Light of the Assumptions of Historical Semiotics. (In The Margin of Boris Uspenskij’s Ego Loquens)

75%

Wrzosek W.

Historyka Studia Metodologiczne

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2021

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vol. 51

|

issue Spec. iss.

65-92

EN

I assumed so far that the notion of historical thinking was a worthy and handy “sponsor” of meta‑historical enquiry. Therefore, I left both thinking and, in particular, historical thinking without even a quasi‑definition. In this paper I make an attempt to operationalize the notion of historical thinking using historical semiotics (semiotics of culture), a domain of humanities developed by the founding fathers of the Tartu–Moscow Semiotic School, Yuri Lotman and Boris Uspenskij. The association of cognition and communication not only enriches the study of language but also culture and historiography. Bearing in mind the meta‑historical contexts I found interesting, I significantly reorganized the lecture contents found in Uspenskiy’s Ego Loquens. This interpretation took the form of annotated diagrams, which represent and interpret key categories of Uspenskiy’s philosophy resultant from the semiotic concept of language and culture. Underlying it, there is the act of communication as both the act of anthropogenesis and the genesis of the subject of cognition. We point out the qualities of historical thinking which already flow from the qualities of thinking tout court. Along the way we introduce the problem of the status of the so‑called objective and virtual reality, typical of the philosophical aspects of historical semiotics and crucial for potential meta‑historical analyses.

12

Historická gramotnost v aplikaci HistoryLab: realistický přístup k osvojování didaktické teorie dějepisu

75%

Činátl K., Najbert J., Ripka V.

Historie – Otázky – Problémy (History, Issues, Problems)

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2021

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vol. 13

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issue 2

50-70

EN

The study summarizes the experience of the team that developed the HistoryLab digital application for working with sources (during 2016–2021) that included authors of this text. Analytical data and experience from the ongoing verification of educational software are used to reflect on a key problem of historical education in the Czech Republic: the tension between didactic theory and pedagogical practice. In conclusion, the authors propose three models of perceptual transmission of theory based on verification in school practice.

13

O „Homo metahistoricus” Jana Pomorskiego

63%

Solarska M.

Res Historica

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2021

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issue 51

EN

In this paper I present the book of Jan Pomorski Homometahistoricus. Studium sześciu kultur poznających (Lublin 2019). My main goal concerns the reconstruction of basic ideas and presuppositions of the Author and the relations between the concepts which he proposes. I also indicate the questions that are inspired by the thought analyzed, as well as the importance of the fields of problems which them open.

PL

W niniejszym tekście przedstawiam książkę Jana Pomorskiego Homo metahistoricus. Studium sześciu kultur poznających (Lublin 2019). Głównym zamierzeniem jest rekonstrukcja podstawowych idei i założeń autora oraz relacji pomiędzy proponowanymi przez niego pojęciami. Wskazuję również na pytania, do których postawienia inspiruje analizowane myślenie oraz na wagę pól problemowych, które one otwierają.

14

Torn between patriotic, civic and disciplinary aspirations. Evolving faces of Belgian and Flemish history education, from 1830 to the future

63%

Van Nieuwenhuyse K.

Sprawy Narodowościowe

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2018

|

issue 50

EN

Torn between patriotic, civic and disciplinary aspirations. Evolving faces of Belgian and Flemish history education, from 1830 to the futureHistory education worldwide faces competing, rival visions and even contrasting expectations. Those expectations can be clustered in three main groups, each pursuing a different main goal for and a different approach towards studying the past: ‘nation-building and social cohesion’, ‘democratic participation and civic behavior’, and ‘disciplinary understanding’. This contribution examines how secondary school history education in Belgium (since its establishment in 1830) has been given shape, and how its main goals have evolved. Belgium (and later on Flanders) serves as an interesting case study, as the country testifies to a difficult, contested past, has evolved into a nation-state in decline, and is increasingly characterized by intercontinental immigration. Using the three clusters of rival expectations as an analytical framework, it is analyzed what the consecutive main goals for the school subject of history have been, which changes occurred throughout the past two centuries and why, and what have been the effects of these different types of history education on young people. The analysis allows to discern three main stages in the history of history education in Belgium/Flanders. For all three, the main goals are explained, and their effects examined. This contribution concludes with critically discussing the different aims, and, while reporting on the current reform of the school subject of history in Flanders, setting a fourth aim to the fore. Rozziew pomiędzy aspiracjami patriotycznymi, obywatelskimi i zrozumieniem dyscypliny. Ewolucja oblicza nauczania historii w szkołach Belgii i Flandrii od 1830 roku i jego przyszłośćNa całym świecie nauczanie historii napotyka konkurujące i rywalizujące ze sobą wyobrażenia, a nawet rodzi sprzeczne oczekiwania. Oczekiwania owe można ująć w trzy kompleksy zasadniczych zagadnień, przy czym każdy z nich ma inny główny cel studiowania przeszłości i inaczej do niego podchodzi; są to: „budowanie narodu i spójność społeczna”, „demokratyczna partycypacja i postawy obywatelskie” oraz „rozumienie dyscypliny”. Artykuł omawia, w jaki sposób kształtowało się nauczanie historii w szkołach średnich w Belgii (od jej powstania w 1830 roku) i jak ewoluowały jego główne cele. Belgia (a później Flandria) służy jako interesujący przypadek badawczy, gdyż kraj ten doświadczył trudnej, kontestowanej przeszłości, stał się państwem jednonarodowym w upadku i coraz bardziej właściwa mu jest międzykontynentalna imigracja. Wykorzystując wspomniane wyżej trzy kompleksy złożonych oczekiwań jako analityczne ramy badawcze, autor analizuje najistotniejsze zadania, które stoją przed przedmiotem szkolnym historia, następnie omawia zmiany, które zaszły w tym zakresie w minionych dwóch stuleciach i wyjaśnia ich przyczyny, a wreszcie docieka, jaki wpływ odmienne rodzaje nauczania historii wywarły na młodych ludzi. Analiza pozwala wyróżnić trzy zasadnicze etapy w dziejach nauczania historii w Belgii / Flandrii. Autor objaśnia, jakie główne cele stały przed wszystkimi trzema grupami i jakie przyniosły efekty. Artykuł zamyka krytyczna ocena omawianych celów oraz przedstawienie aktualnie mającej miejsce reformy przedmiotu szkolnego historia we Flandrii, a na końcu wskazanie czwartego celu: edukacji na przyszłość. [Trans. by Jacek Serwański]

15

Miejsca pamięci w edukacji obywatelskiej

62%

Majchrzak K.

Studia Edukacyjne

|

2019

|

issue 52

251-262

EN

The text starts with a short introduction. Then the concept of place is defined and its inherent characteristics are described: its symbolism, multi-sided nature and multidisciplinary connotations. Afterwards the principles of place-based pedagogy are presented and it’s eclectic character is pointed out. Then, attempt explain idea of the memorial sites from the standpoint of history and pedagogy. In the final part the author relates to educational potential of (national) memorial sites and takes a stance on the role of memorial sites in citizenship education.

16

A Deconstructive Approach to the Past

51%

Domańska E.

Historyka Studia Metodologiczne

|

2020

|

vol. 50

17

Manifesto of Cultural (Historical) Constructivism

51%

Malczewski S.

Historyka Studia Metodologiczne

|

2010

|

vol. 40

18

O POŻYTKACH Z NAUCZANIA-UCZENIA SIĘ HISTORII

51%

ANDRZEJ S., DARIUSZ S.

Scientific Bulletin of Chełm - Section of Pedagogy

|

2018

|

issue 1

65-98

EN

The question about the benefits of historical education is serious in the Polish cultural space. The most prominent Poles spoke about this issue. Marshal Józef Piłsudski, for example, said: "Who does not respect and does not value his past is not worthy of respect in the present or right for the future." The Nobel Prize winner Czesław Miłosz assured that: "Whoever talks about history is always safe." Pope John Paul II said this in a more emphatic manner, namely: "A nation that does not know its past dies and does not build the future." Our great countrymen were right. It's history that makes us Poles. Thanks to it, we have our own state, laws, symbols, language, culture, religion and national imaginarium. Thanks to historical education, we know the price and the rank of these values. We can talk about them, even telling alternative stories. We can feel pride, responsibility, admiration, assertiveness, aversion and hate. Historiography meets our integration, psychological, political, cultural, educational, social, artistic, folk, compensation and personal needs. It can be either a "big national flag" or a "quiet haven for hobbyists". This is what the above article is about..

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Kdyby nezabili Heydricha aneb kontrafaktuální dějiny ve školním dějepise

Przyczynek do problemu prawdy w historii najnowszej

The Effect of Using a Virtual History Strategy on the Development of Historical Thinking Skills for Undergraduate Classroom Teachers

Considerations of Psychologist about Historical Thinking

Hledání nového konsensu: Učíme dějepis ve veřejném zájmu?

Jak zacházejí s minulostí čtenáři historických bestsellerů? Sonda do recepce Bílé Vody Kateřiny Tučkové

Dokolečka dokola. Cyklický model výuky dějepisu pro základní školy

Miejsca pamięci w edukacji obywatelskiej

POLITYZACJA/MITOLOGIZACJA HISTORII, CZYLI W CZYM NEURONAUKA (I METODOLOGIA) MOŻE POMÓC BADACZOWI HISTORII NAJNOWSZEJ?

Epistemická přesvědčení v dějepise

Historical Thinking in the Light of the Assumptions of Historical Semiotics. (In The Margin of Boris Uspenskij’s Ego Loquens)

Historická gramotnost v aplikaci HistoryLab: realistický přístup k osvojování didaktické teorie dějepisu

O „Homo metahistoricus” Jana Pomorskiego

Torn between patriotic, civic and disciplinary aspirations. Evolving faces of Belgian and Flemish history education, from 1830 to the future

Miejsca pamięci w edukacji obywatelskiej

A Deconstructive Approach to the Past

Manifesto of Cultural (Historical) Constructivism

O POŻYTKACH Z NAUCZANIA-UCZENIA SIĘ HISTORII