Historical Thinking

In recent decades, the impact of postmodern approaches to history teaching has triggered an extensive worldwide debate that accommodates diverse and contrasting voices. This article examines how the education system of Religious Zionism, one of the most important ideological movements in Israel, copes with this issue. This inquiry, which is based on Peter Seixas’s conceptualization, analyzes the system’s history curriculum, its latest textbooks, and an array of lesson plans. The analysis reveals a complex method of coping with postmodernism, including the adoption of clearly postmodern attitudes at the declarative level and the neutralization of their influence in practice.

In diesem Beitrag werden erste empirische Befunde aus 50 qualitativen Interviews mit Geschichtslehrpersonen vorgestellt, die im Rahmen der österreichischen Mixed Methods Studie CAOHT gewonnen wurden. In diesem Projekt wird insbesondere die Medienverwendung im Geschichtsunterricht im Kontext des Paradigmenwechsels hin zu historischem Denken mit qualitativ und quantitativ erforscht. In den Interviews wurde unter anderem auch das Thema Kompetenzorientierung mit den Lehrpersonen ausführlich besprochen. Diese Interviewstellen wurden hinsichtlich der Frage ausgewertet, welches Kompetenzverständnis Geschichtslehrpersonen aufweisen, wenn Sie von Kompetenzen im Zusammenhang mit Geschichtsunterricht sprechen. Es werden drei Befunde vorgestellt, die darauf hinweisen, dass das Kompetenzverständnis von Lehrpersonen eher unspezifisch ist. Derzeit werden die Interviews hinsichtlich der Frage ausgewertet, auf welche Weise sich das Kompetenzverständnis von Lehrpersonen konstruiert.

Abstract:
This article analyzes how historical
knowledge is assessed in England and
Spain in the exams taken by students at
the end of Compulsory Secondary Education.
For this purpose, a sample of incidental
nature was collected with a total of
40 exams (20 for each country) and 400
questions. To analyze these documents,
a database was designed with different
categories: typology of questions; required
cognitive level; concepts of historical
thinking assessed. The quantitative data were exported to SPSS 19.0 with a view
to analyzing the frequencies, percentages
and the relationship between variables.
The results showed significant differences
between the two countries. While in
Spain memory-based knowledge of facts,
data and concepts continues to dominate,
in England, the methodological aspects of
historical evidence, source analysis, and
historical argumentation are even more
important.
Key words:
Historical knowledge; Historical Competencies;
Exams; Assessment; Secondary
Education.

The purpose of this study is to explore teachers' philosophical and pedagogical views regarding their definitions of historical thinking. Staff development intended to train teachers in this method of instruction is also reflected upon by the participants. The goal of the study is to investigate how teachers create opportunities for practice through their own understanding of the phenomena of the construction of historical knowledge through their pre-service education and current classroom experience, the application of that understanding to their pedagogy, and what they consider to be beneficial staff development. The research design for this study is a phenomenological case study centering on three teachers’ stories. The phenomenon of historical thinking is investigated through analysis of interviews and focus groups conducted with three world history teachers – the goal is to determine how teachers interact with skills and knowledge necessary to grasp historical thinking and ...

A történelemoktatás válságban van, és ez a válság összefügg az általános történelmi kultúra leépülésével. Miközben a történelemtanítás igyekszik továbbra is a történettudomány szemléletét és a történeti kutatások eredményeit közvetíteni, a mindennapi életben és a médiákban zajló viták tartalma és hangneme, az emberek történelmi múltról alkotott képe egyre jobban távolodik ettől. A tanulmányomban azt mutatom be, hogy mik a történelemtanítás lehetséges szerepei egy olyan korszakban, amelyben egyoldalúan konstruált és egymással élesen szemben álló múltképek kezdik eluralni a közbeszédet, a médiát és a mindennapi gondolkodást. Ennek során felhasználom majd Peter Seixas e probléma értelmezéséhez készített modelljét, foglalkozom Jörn Rüsennek és Andreas Körbernek a történelmi tudat különböző szintjeiről és fejlődéséről kialakított koncepciójával, és azokkal a gondolatokkal is, amelyeket Peter J. Lee fogalmazott meg a történelemtanítás autonómiájának fontosságáról.

En los últimos años se ha producido un aumento significativo de los estudios centrados en el aprendizaje y la enseñanza de la historia. En el presente artículo, se recogen los estudios más relevantes que se han llevado a cabo desde la psicología cognitiva sobre los conocimientos y habilidades que caracterizan a los expertos en historia. Pensamos que un mayor conocimiento sobre las características de dichos expertos, constituye un aspecto fundamental a la hora de comprender qué objetivos se deben promover para alcanzar una adecuada alfabetización histórica. Estas características giran en torno a tres grande capacidades relativas al conocimiento histórico: la evaluación de evidencias en la obtención de información, el razonamiento y la solución de problemas, y el análisis y la construcción de narrativas históricas.

This essay argues that the tendency to invoke modern historical thinking in trying to make sense of the Anthropocene amounts to an untenable, self-contradictory, and self-defeating enterprise. There is a fundamental contradiction between the prospect of unprecedented change as entailed by the Anthropocene and the deep continuity of a processual historical change. On the one hand, conceiving the Anthropocene as the prospect of the unprecedented creates a demand for immediate action to prevent future catastrophe. On the other hand, pointing out the inequalities in the historical process of bringing about the Anthropocene creates a demand for social justice. Although both are legitimate and important demands, they are incompatible. They represent different temporalities, different conceptions of change, and different modes of action. Inasmuch as the Anthropocene appears as unprecedented, it does not have a processual history; and inasmuch as it has a processual history, it is not the Anthropocene.

¿Qué es, en últimas, un archivo? ¿Cómo podemos, los historiadores y estudiosos en general, relacionarnos con tan particular formación documental? ¿Cómo podemos reconocer las tramas de poder que constituyen el archivo y los espacios de “decibilidad” que instituye?  ¿Y, al mismo tiempo, cómo podemos articular históricamente lo acaecido? Si recordamos que no se trata de rescatar las cosas tal “como han sido”, sino de apoderarse de un recuerdo “tal y como relampaguea en el instante de un peligro” (BENJAMIN 170), cabe preguntarse, entonces, ¿cómo dotar de un archivo a tan particular forma de concebir lo histórico? Este artículo problematiza el archivo, no para anularlo, sino, por el contrario, para volver sobre él. Si buena parte de las discusiones sobre archivos se han quedado en la enumeración de sus múltiples problemas, en este breve escrito lo que me interesa es iluminar también las posibilidades de tan peculiar formación.

La enseñanza del espacio y del tiempo se muestra como un contenido fundamental del proceso de aprendizaje al tratarse de las coordenadas básicas donde se va a desarrollar la experiencia del alumno (Comes, 2002). Pero su comprensión no está exenta de dificultad y requiere del desarrollo de diversas estrategias que permitan su progresiva conceptualización y objetivación, procurando un progresivo abandonando del alto componente subjetivo de su percepción.
Uno de los recursos que nos permiten ir construyendo poco a poco dichos conceptos son los cuentos y relatos. Las narraciones posibilitan el análisis de secuencias temporales muy diversas, al hilo de la observación de las acciones que van teniendo lugar. Podemos reflexionar sobre lo acontecido a nuestro protagonista (pasado), lo que vive en el momento (presente), hacer conjeturas acerca de lo que podría acontecer (futuro), o acercar al alumnado a tiempos remotos (de carácter histórico) y lugares lejanos. Así, los diferentes escenarios donde surgen las historias que narramos nos ayudan a configurar ámbitos muy diversos y alejados de la realidad de la escuela, el hogar o su localidad, permitiéndonos un acercamiento a países geográficamente lejanos y a tiempos igualmente remotos. Esto nos permitirá incorporar progresivamente al conocimiento de nuestro alumnado contenidos asociados a las ciencias sociales en general, y a las disciplinas históricas y geográficas en particular, de una manera espontánea y motivadora. Al fin y al cabo, la narración proporciona un contexto claro y preciso, limitado y ordenado, que puede ser comprendido con
227
mayor rapidez “que los hechos situados en un mundo menos hospitalario” (Egan, 1991, p. 97).
Pero no debemos limitar el aprendizaje de las nociones espaciales y temporales a estos contenidos disciplinares, ya que éste posee otras muchas implicaciones, especialmente en Educación Infantil. Nos referimos a la necesidad de que alumnado comprenda nociones tales como la orientación, proporción, localización, representación, perspectiva, proyección o simbología (en relación al espacio) o la cronología, linealidad, simultaneidad o duración (en relación al tiempo).
Para facilitar la labor del docente en este sentido, realizamos un recorrido por diversos cuentos y relatos que nos permiten el trabajo de las nociones espacio- temporales en las aulas de Educación Infantil, y que pueden ser fácilmente llevados a la práctica en el aula. Para cada uno de ellos, planteamos algunas propuestas de trabajo y analizamos cómo pueden contribuir a la adquisición de las destrezas espaciales y temporales señaladas.

In The Big Six: Historical Thinking Concepts, Peter Seixas en Tom Morton verhelderen het historisch denken door zes sleutelconcepten: historisch belang, bewijs, continuïteit en verandering, causaliteit, historische perspectieven, en de ethische dimensie. De auteurs zijn erin geslaagd om het historisch denken uit te kristalliseren in voor iedereen begrijpelijke en toepasbare concepten. Zijn hebben een duidelijke handleiding voor docenten geschreven, waarin theorie en praktijk elkaar afwisselen. De auteurs leggen in hun introductie uit wat zij onder historisch denken en de zes concepten verstaan, maar gaan ervanuit dat iedereen deze concepten kent of kan snappen. Hiervoor is meer moeite nodig, wat hem vooral in de theorie zit. De zes concepten omvatten elk een hoofdstuk, ondersteund door een dvd met opdrachten. Dit boek sluit aan bij het Actief Historisch Denken dat door onderzoekers van de Radboud Academici is ontwikkeld en sluit aan bij de boeken over Historisch Denken en Denken over Geschiedenis. Het geschiedenisonderwijs staat nu in de belangstelling vanwege Onderwijs2032, waarin een advies is gegeven om het onderwijs te hervormen. Dit heeft tot grote woede geleid bij docenten. Het boek van Seixas en Morton is een goede handleiding om studenten en leerlingen een beter begrip van geschiedtheorie bij te brengen, maar blijft op veel vlakken oppervlakkig. Wat wordt bijvoorbeeld bedoeld met 'goede vragen' stellen? Met name de ethische dimensie is nu van belang, aangezien er veel discussies spelen rondom de herdenking van slachtoffers die tijdens de Tweede Wereldoorlog zijn gevallen, Zwarte Piet of geschiedenis van de dood.

This article shows that the question of "Historical Thinking and the Human" demands expanding the field of the philosophy of history. What I propose is to investigate the issue from two perspectives: firstly, by positioning it in the broader philosophical context, one that increasingly transcends the boundaries of the humanities to enter the realm of the life sciences; and secondly, by drawing on a wider range of analytical material than has usually been the case in classic works in the philosophy of history. I will critically reflect upon history's anthropocentric biases, highlighting the need to develop an alternative to history. My thinking is aligned, on the one hand, with notions of the agency of images that have emerged from art criticism and visual culture studies (W.J.T. Mitchell), and, on the other hand, with the idea of theriomor-phism, which I explore in terms of new animism, new totemism and philosophical ethology (Roberto Marchesini). In my analysis of works by the South African artist Nandipha Mntambo (cowhides and Europa), I argue that a future-oriented redefini-tion of the human should transcend the limited categories that have emerged within the framework of history understood as a Eurocentric approach to the past rooted in Greco-Judaic-Christian tradition.

Reflectie op de achtergronden en de effecten van de invoering van de Canon van Nederland in 2006 t.b.v. de discussie over de pros en cons van een Vlaamse canon. Canonvorming vindt altijd plaats, net als verdichting en epische concentratie. Maar het vaststellen van een historische canon door een staatscommissie is een andere zaak. Het genre van de canon biedt bovendien geen tot weinig mogelijkheid voor kritisch historisch denken.

El presente trabajo pretende realizar un análisis inicial sobre las concepciones que el profesorado de Educación Secundaria de la Región de Murcia tiene sobre el patrimonio como instrumento capaz de movilizar esas competencias históricas, en tanto que supone enlace entre el alumno y el pasado como fuente primaria, fomenta la educación en valores, la construcción de una identidad colectiva y pensamiento crítico en la compresión de sociedades del pasado y presente.

Palgrave 2020 [Preview] Download the full book via SpringerLink: https://link.springer.com/book/10.1007/978-3-030-47805-6 

This book is a unique attempt to capture the growing societal experience of living in an age unlike anything the world has ever seen. Fueled by the perception of acquiring unprecedented powers through technologies that entangle the human and the natural worlds, human beings have become agents of a new kind of transformative event. The ongoing sixth mass extinction of species, the prospect of a technological singularity, and the potential crossing of planetary boundaries are expected to trigger transformations on a planetary scale that we deem catastrophic and try to avoid. In making sense of these prospects, Simon's book sketches the rise of a new epochal thinking, introduces the epochal event as an emerging category of a renewed historical thought, and makes the case for the necessity of bringing together the work of the human and the natural sciences in developing knowledge of a more-than-human world.

https://www.palgrave.com/gp/book/9783030478049

Reviews
"Zoltán Simon continues his quest to develop an understanding of our predicament of anthropogenic-technological transformations that is both untimely and timely, in the best Nietzschean sense-both radically different from existing theories and exactly what we need in the present moment. In The Epochal Event, he offers us a tool to engage meaningfully and critically with the effects of human planetary-scale agency, and points out a new direction for historical thinking to contribute to the omni-disciplinary endeavor to save the planet and our futures." - Helge Jordheim, Professor in Cultural History and Museology, University of Oslo, Norway

"This book offers much needed conceptual orientation about our current situation, the complexity of which we haven't understood yet. It makes us see how contemporary historiography can approach the affordances of our time in their intricate entanglement. If one wants to get a sense for the epochal significance of the Anthropocene-thesis in its ontological and political bearings, here is a well-argued statement." - Thomas Schwarz Wentzer, Professor MSO in Philosophy, Aarhus University, Denmark

Welche Deutungsmuster befinden sich im Themenfeld Reformation, Katholizismus und Hexenverfolgungen in österreichischen Schulbüchern? Wird mit den Schulbuchdarstellungen diesbezüglich historisches Denken möglich, indem Multiperspektivität, Kontroversität und Pluralität verwirklicht werden? Diese Fragen behandelt der Beitrag.

London: Bloomsbury, 2019 June

[Introductory chapter preview]

Book info:
Our understanding of ourselves and the world as historical has drastically changed since the postwar period, yet this emerging historical sensibility has not been appropriately explained in a coherent theory of history. In this book, Zoltán Simon argues that instead of seeing the past, the present and the future together on a temporal continuum as history, we now expect unprecedented change to happen in the future (in visions of the future of technology, ecology and nuclear warfare) and we look at the past by assuming that such changes have already happened.

https://www.bloomsbury.com/uk/history-in-times-of-unprecedented-change-9781350095052/

Reviews:
“Among an expanding literature, Zoltan Simon's challenging book will quickly become a landmark. A clear vision of what is at stake, a well informed and precise inquiry starting from a fascinating question: how to think the novelty of an “unprecedented event” or “unprecedented change", such as the anthropogenic one? And an ambitious proposal to rethink the very concept of history.” –  François Hartog, Chair of Modern and Antique Historiography, École des hautes études en sciences sociales (EHESS), France

“The idea that the devastating wars of the twentieth century and the unprecedented growth of technology and environmental concerns of the twenty-first have, taken together, permanently destroyed the appeal of history in the West, has been dominant for a while. Simon mounts a vigorous, provocative, and imaginative challenge to that thesis. A powerful intervention that will rekindle debates about history and its nature in our uncertain times.” –  Dipesh Chakrabarty, Lawrence A. Kimpton Distinguished Service Professor of History, University of Chicago, USA

“In a world that seems both bewildered by and disassociated from history, Zoltan Simon brings a sharp and deep argument in favour of philosophy of history that embraces disruption. His is a deft and thought-provoking account of why novelty, historical ownership and singularity need to be understood on more than narrative terms. This will be an invaluable book for anyone wanting to dig into and to break past the sense that theory cannot speak in a world of so many fractured voices.” –  Marnie Hughes-Warrington, Professor of History, Australian National University, Australia

“History understood as knowledge of the past can never be the same after reading Zoltan Boldizsar Simon's book. It offers a future-oriented perspective on historical thinking which is challenged by times of unprecedented change. We are living through an epochal transformation marked by nuclear warfare, anthropogenic climate change, bioengineering and radical enhancement. How can history as a conceptual strategy help us to cope with these novelties? How might the future be pre-figured through a different approach to historical change? And how would this reorient theories of historical writing? In exploring these questions, the author presents a thought-provoking book that belongs to the emerging fields of anthropocene and posthumanist history. It is a must read for anyone interested in critical history as realistic scientific-fiction.” –  Ewa Domanska, President of the International Commission for the History and Theory of Historiography, Professor of Human Sciences, Adam Mickiewicz University in Poznan, Poland

“History is in trouble, or even in crisis. At present, this is almost a truism. What sets Zoltan Boldizsar Simon's book apart from other publications making the same claim, in the footsteps of Francois Hartog, Aleida Assmann and others, is that he actually knows why. His theory of unprecedented changes presents a radical - indeed unprecedented - attack on history as developmental process and narrative form, penned by one of the most original new voices in the theory of history.” –  Helge Jordheim, Professor of Cultural History, University of Oslo, Norway

El formato narrativo ocupa un papel central en el ámbito de la historia, tanto en la generación
del conocimiento histórico como en su transmisión y aprendizaje. Sin duda, una de las narrativas
más frecuentes y dominantes en el campo son las denominadas narrativas nacionales. Estas
narrativas, frecuentemente basadas en mitos y leyendas, buscan principalmente celebrar el pasado
nacional, dificultando en gran medida una comprensión crítica del mismo. El presente artículo
pretende contribuir a comprender el papel que juegan estas narrativas nacionales en la producción
y el consumo del conocimiento histórico a través de un análisis en diferentes ámbitos: el académico,
el escolar y el ámbito informal. Finalmente, se presenta una reflexión sobre algunos de los estudios
empíricos más recientes que analizan la influencia de estas narrativas nacionales en el aprendizaje
de los estudiantes.

Propozycja scenariusza lekcji dla klasy IV szkoły podstawowej, odpowiadającego nowej podstawie programowej, a zarazem rozwijającego myślenie historyczne i pokazujące warsztat naukowy historyka. Lekcja oparta jest o krytyczną analizę podręcznika w oparciu o strategię Opening Up the Textbook Sama Wineburga (https://teachinghistory.org/best-practices/teaching-with-textbooks/19438) oraz o dyskusję o kryteria doniosłości historycznej.

Jestem dydaktykiem historii z praktycznymi doświadczeniem w pracy w szkole podstawowej, a prywatnie – mamą czwartoklasisty. Projekty scenariuszy lekcji, zamieszczane na Academia.edu, są odpowiedzią na nową podstawę programową i wątpliwości, zgłaszane do niej przez nauczycieli. Proponuję rozwiązania, które koncentrują się na pracy historyka, a nie na przedstawieniu listy faktów do przyswojenia – zgodnie z założeniami współczesnych międzynarodowych badań nad edukacją historyczną. Stopniowo będą pojawiać się kolejne scenariusze. Jeśli zdecydujecie się Państwo je zrealizować w pracy z uczniami, będę wdzięczna za informację zwrotną: co się sprawdziło, a co wymagałoby zmian.

By now, historical myths have established themselves so well in the collective consciousness that they are reproduced not only in popular media but also in textbooks and in the classroom. This volume draws on cultural studies and history didactics to illuminate myths about historical topics from antiquity to the 20th century found in German-language textbooks from Germany, Austria and Switzerland.
Europe was saved at Marathon, Tours and Poitiers; Hermann the Cheruscan was proto-Germanic; the Middle Ages believed the earth was flat; Switzerland never collaborated with the National Socialists in any way; Hitler as the Führer and the Élysée Treaty as the foundation of Franco-German friendship – these are just a few of the myths that continue to shape our historical consciousness and our history textbooks. As narratives, they offer orientation and help us interpret the world today, serving as sources of identification and meaning.

But which narratives are condensed to myth, and how do they change throughout their reception history? These questions are relevant not only to research in cultural studies on myths but also to historical learning in the history classroom. This volume brings together both arenas by turning its attention to history textbooks and their myths.
The contributions by German, Austrian and Swiss authors delve into the forms of European and national myths in German-language textbooks, as well as their functions for historical consciousness in society. The aesthetic dimension of myths is just as central here as the question of their political utility: their mobilising, motivating and orientating force, a myth-driven construction of meaning and identity.
Until now, myths have been a blind spot in history didactics discourse, evident in the fact that no thorough definition of the term ‘historical myth’ exists. This volume will reflect in depth upon the concept of ‘myth’. Its introduction will propose a definition that is based in history didactics but does not obscure the concept’s roots in cultural studies, moving far beyond an understanding of myths as simply ‘untrue stories’. Building on this approach, the contributing scholars will explore how studying and deconstructing myths can provide opportunities to develop a reflected historical consciousness in the history classroom.

Nuestra contribución se centra en el desarrollo de una propuesta de trabajo basada en el uso del cuento y la narración como recursos sobre los que desarrollar una serie de actividades y dinámicas que permitan la introducción, el desarrollo y la consolidación de diferentes contenidos relacionados con las nociones espaciales y temporales, partiendo de una temática inicialmente ajena a los contenidos propiamente históricos y geográficos.
La experiencia que presentamos escoge como base el cuento De cómo nació la memoria del bosque, de Rocío Martínez, publicado en México por Fondo de Cultura Económica en 2007. Tomando como punto de partida este relato, y sus sugerentes ilustraciones, mostramos una propuesta de trabajo que incluye actividades de conocimientos previos y motivación, desarrollo, consolidación, refuerzo y ampliación, centradas especialmente en las aportaciones que este cuento concreto puede presentar para el aprendizaje de las nociones señaladas.

The rapidly growing transdisciplinary enthusiasm about developing new kinds of Anthropocene stories is based on the shared assumption that the Anthropocene predicament is best made sense of by narrative means. Against this assumption, this article argues that the challenge we are facing today does not merely lie in telling either scientific, socio-political, or entangled Anthropocene narratives to come to terms with our current condition. Instead, the challenge lies in coming to grips with how the stories we can tell in the Anthropocene relate to the radical novelty of the Anthropocene condition about which no stories can be told. What we need to find are meaningful ways to reconcile an inherited commitment to narrativization and the collapse of storytelling as a vehicle of understanding the Anthropocene as our current predicament.

Eine Fallstudie zu einem äußerst populären österreichischen Schulbuch des 21. Jahrhunderts führte zu dem erstaunlichen Ergebnis, dass auf einer einzigen Schulbuchseite 19 sachliche Fehler vorhanden sein können. Das Thema dieser einen Seite war der transatlantische Sklavenhandel. Dennoch hat die Darstellung des Sklavenhandels in der Schulbuchforschung bisher kaum Beachtung gefunden. Innerhalb der Rassismusforschung wurde das Thema im Kontext von Analysen des Afrikabilds in deutschen und österreichischen Schulbüchern gestreift. Die bis jetzt vorliegenden Studien weisen darauf hin, dass die Darstellung Afrikas in Schulbüchern ein sensibles Thema darstellt. Es besteht die Gefahr, dass koloniale, rassistisch gefärbte Diskurse (oft unbewusst und sogar in Darstellungen mit kritischer Absicht) fortgeschrieben werden, indem Afrika aufbauend auf nicht-triftige Deutungen lediglich als Kontinent der Katastrophen und Afrikaner/innen als die Geschichte erleidende Opfer ohne eigene Geschichte dargestellt werden – in der Literatur wird der Begriff „Afro-Pessimismus“ für solche Darstellungen gebraucht. Eine umfassende fachwissenschaftliche Untersuchung der Kapitel zum transatlantischen Sklavenhandel in Schulbüchern, ist daher ein Desiderat der geschichtsdidaktischen/historischen Forschung und ein entsprechendes Projekt in einer deutsch-österreichischen Kooperation ist in Vorbereitung.
In diesem Beitrag soll explorativ ein Aspekt der Thematik behandelt werden – namentlich die Vorstellung und Visualisierung des transatlantischen Sklavenhandels als „Dreieckshandel“ und die damit im Zusammenhang stehenden Diskurse. Für diesen Beitrag wurde ein Corpus von sechs deutschen und zehn österreichischen Schulbüchern erstellt. Diese Untersuchung wurde als explorative Studie konzipiert und erhebt keinen Anspruch den Diskurs in österreichischen und deutschen Schulbüchern vollständig repräsentativ abzubilden. Es wurde vielmehr explorativ erkundet ob aus Sicht der Fachwissenschaft problematische Diskurse in Schulbüchern anzutreffen sind, um auf diese Weise erste Einblicke in ein bisher schlecht aufgearbeitetes und wenig reflektiertes Problem der Schulbuchforschung zu ermöglichen.

The philosophical and religious ideas of Simone Weil bear on theory of history and historiography in ways not previously explored. They amount to a view of history as a consequence of the original creation, but they also generally exclude theodicy. By examining these ideas we see some of the ways in which to develop a theory of history centered on a conception of moral understanding that is impartialist and universal. For Weil such understanding is both inside of and outside of history. This leads to an approach to human history that centers on the moral dilemmas and choices of historical actors and that matches the force of compassion with that of power. Under an approach inspired by Weil’s ideas, the historian’s work of understanding can be an experience of moral growth.

The present doctoral thesis is supported by the theoretical framework of history didactics that focuses in the development of historical thinking and democratic citizenship as essential issues of history teaching. Then, it focuses on multiperspectivity and it investigates if and how the integration of multiperspectivity in history classroom in primary school reinforces the construction of historical thought and the democratic citizenship too. Even if the relation between the historical thinking and multiperspectivity is taken for granted by literature review, we have not empirical research to observe closely this relation, decodes it and prove concretely the ways through which this relation is built and evolved. The thematic data analysis supports the advantages of the integration of multiperspectivity in history classroom, the constraints and generally the conditions that influence decisively the relation between multiperspectivity, historical thinking and democratic citizenship.
Regarding historical thinking, the students participating in this study changed the way of their thinking as well as their perception for the discipline of history, and shaped a positive attitude in relation to multiperspectivity. Concerning citizenship, they acquired democratic experiences, and developed values, attitudes, skills, knowledge and critical understanding which need to be acquired by learners if they are to participate effectively in processes of democracy. However, obstacles and difficulties affect the development of historical thinking and democratic citizenship such as the linguistic ability and the previous attitudes and perceptions of students.

The paper examines the special historiographic evidence: the lost last book of the well-known Polish historian and methodologist Professor Jerzy Topolski entitled "New Methodology of History". Only its working outline in the form of an extensive table of contents has survived, but this does not prevent the author from making interesting hypotheses as to its meaning.

Fikren 18. yüzyılın sonunda ortaya çıkan ancak yoğun olarak 20. yüzyılda kullanılmaya başlanan karşılaştırmalı tarih yöntemi, çeşitli tarihsel birimlerin mukayesesi sonucu ortaya konan benzerlik ya da farklılıklarını açıklama, tahlil etme ve yorumlama yöntemidir. Yöntemin karşılaştırma yapmadan yürütülemeyecek çalışmaları ortaya koymak, tekil olayların mukayesesiyle elde edilen verilerle daha sağlam genellemeler yapmak, tarihçilere daha geniş bir bakış açısı kazandırmak gibi amaç ve faydaları bulunmaktadır. Bununla birlikte yöntem bazı ciddi sorunlar doğurmakta, bu sorunlar yüzünden de sıklıkla eleştirilere maruz kalmaktadır.

Comparative history, which intellectually emerged at the end of the 18th century, is a method of explaining, analyzing and interpreting the similarities or the differences which are put forth as a result of comparing the various historical units. The purposes of the method are; to reveal the subjects which can not be performed without comparison, to make generalizations with obtained data from comparison of individual events, to give broader perspective to historians. While reaching the aim, the temporal/spatial/social etc. features should be considered. This article reveals general features to be considered in the comparative history and then discusses the mistakes in using this method and critics about these mistakes.

Presentamos los principales supuestos, fundamentos y conceptos de la educación histórica
Para iniciar nos parece imprescindible debatir sobre la propia disciplina histórica y los fines de la enseñanza de la historia
Además presentamos una propuesta pedagógica de implementación en el aula

Recent reforms to social studies and history education in Canada include greater attention to Indigenous perspectives on the past, and explicitly developing the skills of historical thinking. The convergence of these two reform movements raises many questions about the relationship
between them: Can they be taught at the same time? In what ways do they complement or conflict with one another? This article illuminates literature on Indigenous histories and historical thinking—their intersections and divergences—in order to identify questions, conflicts and limitations produced in the encounter between these two approaches. It concludes with preliminary suggestions as to how educators may proceed, including first becoming more aware of these very tensions. I advocate for the development of communities of practice, drawing on specialists in historical thinking and Indigenous knowledges within and outside schools, to work towards supporting history classrooms inclusive of both historical thinking and Indigenous perspectives.