The Good Citizen: Revisiting Moral Motivations for Introducing Historical Consciousness in History Education Drawing on the Writings of Gadamer

Autor/inn/en	Edling, Silvia; Sharp, Heather; Löfström, Jan; Ammert, Niklas
Titel	The Good Citizen: Revisiting Moral Motivations for Introducing Historical Consciousness in History Education Drawing on the Writings of Gadamer
Quelle	In: Citizenship, Social and Economics Education, 19 (2020) 2, S.133-150 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edling, Silvia) ORCID (Ammert, Niklas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.1177/2047173420936622
Schlagwörter	Moral Values; Citizenship Education; History Instruction; Teaching Methods; Correlation; Educational Philosophy; Epistemology; Thinking Skills; Futures (of Society); Ethics; Ideology + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Denkfähigkeit; Future; Society; Zukunft; Ethik; Ideologie
Abstract	Historical consciousness is regarded as an important means to stimulate moral citizens through history education. This article conceptually examines the moral dimension associated with historical consciousness by revisiting the paradigm wars between natural science based on positivism and human and social sciences during the 1960s-1990s as expressed through the voice of Gadamer. More specifically, the article explores: (1) the moral arguments that Gadamer put forward for introducing historical consciousness and (2) the epistemological and ontological building blocks for approaching morality in history education that his arguments brought to the fore. In general, moral consciousness in relation to historical consciousness draws attention to: (a) people's life conditions, (b) that moral reasoning and practice are influenced by feelings and reason, (c) that reflections on past events can help to interpret our ways of being towards others in the present and future, (d) that a plurality of people, thoughts and history are important to acknowledge and (e) that every person is part of creating history and responsible for weaving the past/present/future web in ways that acknowledge others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01