Historical and Moral Consciousness highlights how ethics can be understood in the context of history education. It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights education
Historical and Moral Consciousness highlights how ethics can be understood in the context of history education. It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights educationHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Niklas Ammert is Professor in History at Linnaeus University, Sweden. Silvia Edling is Professor in Curriculum Studies at the University of Gävle, Sweden. Jan Löfström is Associate Professor in History and Social Studies Education at the University of Turku, Finland and Visiting Professor of History Education at Linnaeus University, Sweden. Heather Sharp is Associate Professor in Education at the University of Newcastle, Australia.
Inhaltsangabe
1: Introduction. PART I: Reflections in research. 2: Historical consciousness and the human condition revisiting moral motivations and their implications for education. 3: Language as a means to broaden horizons of perception: third order concepts in research about Historical Consciousness. 4: Systematic review of historical consciousness and moral consciousness (mapping the material but understanding the field theoretically). 5: Discourses of historical consciousness and moral consciousness in Australian doctoral theses. 6: Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness. PART II: Young people s perceptions / Concepts applied. 7: In search for intersections of historical and moral consciousness in students answers: how a research instrument was designed and used. 8: Temporal orientation and moral reflections. 9: Exploring moral sensitivity and historical empathy in students response to a historical moral dilemma. 10: History interactions: Students pose questions to a difficult past. 11: Students on moral judgment making in History and the place of moral questions in the History Classroom. PART III: Conclusions and implications for teaching. 12: Conclusions a new theoretical framework
1: Introduction. PART I: Reflections in research. 2: Historical consciousness and the human condition revisiting moral motivations and their implications for education. 3: Language as a means to broaden horizons of perception: third order concepts in research about Historical Consciousness. 4: Systematic review of historical consciousness and moral consciousness (mapping the material but understanding the field theoretically). 5: Discourses of historical consciousness and moral consciousness in Australian doctoral theses. 6: Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness. PART II: Young people s perceptions / Concepts applied. 7: In search for intersections of historical and moral consciousness in students answers: how a research instrument was designed and used. 8: Temporal orientation and moral reflections. 9: Exploring moral sensitivity and historical empathy in students response to a historical moral dilemma. 10: History interactions: Students pose questions to a difficult past. 11: Students on moral judgment making in History and the place of moral questions in the History Classroom. PART III: Conclusions and implications for teaching. 12: Conclusions a new theoretical framework
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Shop der buecher.de GmbH & Co. KG Bürgermeister-Wegele-Str. 12, 86167 Augsburg Amtsgericht Augsburg HRA 13309
