Historical literacy: theory and research
Historical literacy: theory and research
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历史素养：理论与研究
DOI：
10.18546/herj.05.1.05
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
Peter Lee
中科院分区：
文献类型：
--
作者：
Peter Lee
本文将尝试勾画出一个初步的、非常临时的历史素养概念。它将简要地借鉴等人提出的一些哲学思考Bevir， Collingwood, Lorenz， Oakeshott和Rusen的工作，以决定在这样一个概念中可能包含哪些有用的内容。更重要的是，它将采用最近的实证研究来提出历史素养的描述可能需要解决的问题。至少，任何有用的解释都应该关注学生对历史学科的看法，以及他们对过去的取向（他们可以接触到的过去，以及它与现在和未来的关系）。将历史素养的这两个组成部分联系起来的研究直到最近才开始，尽管鲁森对历史意识的理论方法在一段时间内启发了欧洲部分地区对第二个组成部分的研究。有人认为，历史教育的一个主要项目必须是发展过去可用的历史框架，而不是“政党历史”，而是让学生吸收新的事件和过程，无论是过去还是未来，并且在面对顽固的新材料时能够自我适应。这里的关键工具将是关于历史记载的足够复杂的想法，以及密切相关的概念，如意义，解释和变化。
This paper will attempt to sketch out an initial and very provisional account of a workable notion of historical literacy. It will draw briefly on some philosophical considerations suggested by among others the work of Bevir, Collingwood, Lorenz, Oakeshott and Rusen in order to decide what might be usefully included in such a notion. More substantially, it will employ recent empirical research to suggest what an account of historical literacy might need to address. At the very least any useful account ought to pay attention both to students’ ideas about the discipline of history and to their orientation towards the past (the kind of past they can access, and its relationship to the present and future). Research connecting these two components of historical literacy has only recently begun, although Rusen’s theoretical approach to historical consciousness has inspired investigation of the second component for some time in parts of Europe. It will be argued that a major project for history education must be the development of usable historical frameworks of the past that are not ‘party histories’, but allow students to assimilate new events and processes, whether in the past or the future, and are themselves adaptable in the face of recalcitrant new material. Key tools here will be adequately sophisticated ideas about historical accounts, together with closely related concepts such as significance, interpretation and change.