Abstract
ABSTRACT Most of the history education research that addresses controversial issues suggests that disputes arising in the history classroom are rooted in students’ diverse identities that relate differently to history. Therefore, a history education that wants to ease tensions must try both to make these different identities and their relations to history visible and to enable an understanding of different relations to history based on identity. Starting with Gadamer’s concept of historically effected consciousness, this article outlines a model consisting of ontological third-order concepts and historical empathy in the history education as a suggestion to enable and corroborate constructive deliberative discussions in the history classroom.
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