Concept Of Historical Consciousness Research Articles

Historical consciousness and controversial statues in a postcolonial world: the case of Missionary Peerke Donders (1809–1887)

ABSTRACT This article focuses on the controversies surrounding a statue in the Dutch city of Tilburg: the public representation of a nineteenth-century missionary and a kneeling African Surinamese person with leprosy. To understand the current tensions over the statue, the concept of historical consciousness as part of the Dutch changing historical culture is historicised. It is shown that the statue combines interpretative frameworks from different times, evoking opposing emotions: aversion to the old disdain for Catholics in the predominantly Protestant Netherlands; admiration for Catholic missionary work in the colonies; fierce criticism fuelled by the Black Lives Matter movement. Colonialism and missionary work had strengthened the civilising mission in the colonies, which was grounded on a western conception of progress and white superiority. From a postcolonial perspective, the statue is a narrative of submission and racism, the material presence of an older mnemonic infrastructure. However, the statue also represents the triumphant progress of Catholic emancipation in the Netherlands.

The histories we tell: historical consciousness and student protests in a Chilean public high school

ABSTRACT In the last fifteen years, high schoolers became key actors in the Chilean political landscape, as members of anti-neoliberal and feminist social movements. Although social researchers have paid increasing attention to them, few have analyzed how these young people relate to and make use of history in the context of their political struggles. Combining an ethnographic and a microhistorical approach, this article examines a Chilean public high school and a particular and widespread historical narrative about it. I argue that the different ways in which this narrative was invoked, transmitted and contested in a context of massive student protests – and the pedagogical devices and practices of cooperation and conflict used to do so – allowed the students of this school not only to use history in favor of their political agendas, but to participate in the continual production of a political field in which the borders of their historical community and who could be considered members of it were being disputed. In doing this, the article illuminates some of the complicated interactions between historical consciousness, political action and citizenship in modern societies, as well as illustrates the usefulness of combining an historical and an ethnographic lens to visualize the nuances and tensions existing when human beings make use of history. Further, it sheds light on the concept of historical consciousness itself, illustrating how historians and other social researchers can operationalize it to better comprehend how human beings relate with the past, but also the present and the future.

Historical consciousness of time and its societal uses

ABSTRACTTaking as a point of departure that consciousness of time is pivotal to historical consciousness, this paper explores intuitive temporal experiences as opposed to the less intuitive temporal experience connected with historical consciousness. The intuitive daily/cyclic, social and mythical temporal awareness is being opposed to historical consciousness of time, defined in six central concepts: chronology, anachronism, historical distance, contingency, evidence and narration. The connection between the rise of a historical consciousness of time and the development of democracy is being discussed. Based on research in history education, the counter-intuitive nature of each of the six concepts of historical consciousness of time is shown, resulting in the conclusion that the ways of thinking connected to the six concepts—counter-intuitive as they are, and therefore not likely to develop spontaneously in people—should be the object of history teaching. Hypothetically, the probable yields of each of the concepts for the support and upkeep of free democratic societies are discussed. The central thesis explored in this paper is: there is a consciousness of time which does not originate spontaneously and which—being an essential part of thinking and reasoning in democratic societies—should be fostered actively in history lessons.

Os lugares do conceito de nação na narrativa de jovens estudantes da cidade de Ponta Grossa: passado, presente e futuro

Parte de um projeto de pesquisa guarda-chuva de âmbito nacional intitulado «o país e o mundo em poucas palavras: narrativas de jovens sobre seus pertencimentos – implicações para o ensino de Ciências Humanas», este texto traz os resultados da análise de 277 respostas de alunos inseridos em quatro etapas de educação formal da cidade de Ponta Grossa, Paraná, Brasil. A consigna «por favor, conte a história do seu país» foi direciona a alunos matriculados em instituições de Ensino Fundamental, Médio, Superior e Pós-Graduação e coletada a partir de questionários de caráter qualitativo. A análise das respostas se deu a partir da disposição dos dados coletados em uma rede semântica de grafos elaborado para visualização em nuvem, possibilitando o exame de evocações e relações estabelecidas entre as palavras-chave dentro do conjunto narrativo. Os sentidos dados ao passado, os agentes da história e o lugar dos próprios narradores foram os elementos enfocados na investigação, que dialoga com os conceitos de consciência histórica (Rüsen, 2007) e narrativa mestra (Carretero; Van Alphen, 2014). Como resultado trazemos um panorama abarcando os elementos que são mobilizados nessa narrativa: suas características gerais, os sentidos dados à história e o lugar em que os alunos colocam a nação no passado (história), no presente (narrativa) e no futuro, a partir de suas expectativas e anseios.

PUEBLA: HISTORICIDADE E OPÇÕES TEOLÓGICAS

A Conferência de Puebla foi realizada como epicentro de um processo histórico-eclesial demarcado por lutas hermenêuticas. O significado da Conferên­cia de Medellín, porém antes, o significado do próprio Vaticano II colocava-se no centro dessa disputa. Dois modelos teológicos distintos confrontaram-se nessa interpretação: um primeiro de matriz clássica e um segundo de matriz moderna. Não obstante a legitimidade eclesiástica do primeiro modelo, o segundo triunfou como aquele capaz de interpretar o momento histórico e responder aos seus desa­fios. Os conceitos de consciência histórica e de historicidade fornecem o arcabouço sobre o qual repousa essa teologia que na América Latina foi formulada com a nomenclatura “teologia da libertação”.

Before ‘us’ and ‘now’: developing a sense of historical consciousness and identity at the museum

ABSTRACTYoung children seem to begin to develop a sense of historical consciousness and associated belonging to a wider collective identity prior to the commencement of formal schooling. Historical consciousness is a capacity to differentiate and also make connections between the past, present and future that contributes to a growing understanding of one’s own life and identity in the context of a historical past. The responses of 24 young children aged from 3 to 7 years visiting a small social history museum were analysed through photo-elicitation and parent reports. It would seem that the museum experience assisted in the development of foundational concepts of historical consciousness. Growth of a sense of historical identity was evident for some children, related to a sense of belonging to the ‘we’ of contemporary times in contrast to the ‘they’ of the past. The role of language to support young children’s understanding and thinking is highlighted by this research.

The Concept of Historical Consciousness of Jörn Rüsen in Narratives of Pilgrims: Sanctuary of Santiago de Compostela/Spain and Sanctuary of the Divino Pai Etertno/ Brazil

Abstract: this research investigates some narratives of faithful, pilgrims from the sanctuary of Santiago de Compostela and the sanctuary of the Divine Eternal Father in Trindade. The theoretical approach that underpins this research understands the human dimension from the typologies of historical consciousness as a lack of orientation of life (RÜSEN). Temporalities, past, present and future perspectives, are categories for the meaning of what it is to be a faithful pilgrim, who narrate common forms of devotion to Christianity. The experiences of this faithful pilgrim, whether male or female, represent the meaning of his lack of orientation given the human absences with losses as well as suffering.A Consciência Histórica em Narrativas de Peregrinos: o Santuário de Santiago de Compostela e o Santuário do Divino Pai Eterno Resumo: esta pesquisa investiga algumas narrativas de fieis, peregrinos e romeiros, do santuário de Santiago de Compostela e do santuário do Divino Pai Eterno em Trindade. O enfoque teórico que sustenta esta investigação entende a dimensão humana a partir das tipologias da consciência histórica como carência de orientação da vida (RÜSEN). As temporalidades, passado, presente e perspectivas de futuro, são categorias para o sentido do que é ser um fiel peregrino, que narram formas comuns de devoção ao cristianismo. As experiências desse fiel-peregrino, seja homem ou mulher, representam o sentido às suas carências de orientação dadas as ausências humanas com as perdas, bem como o sofrimento.

An Investigation of the Ways in Which Young Brazilian Students use Substantive Concepts of Historical Consciousness to Interpret Graphic Narratives in Historical Comic Books

An Investigation of the Ways in Which Young Brazilian Students use Substantive Concepts of Historical Consciousness to Interpret Graphic Narratives in Historical Comic Books

<b> Consciência histórica e representações: aproximações e afastamentos teóricos sobre a narrativa histórica e sua instrumentalização </b> - doi: 10.4025/actascieduc.v36i1.21447

Insights on factors in the conceptual sphere that ascribe meanings to the concepts of historical consciousness and representations are provided. The trajectories of the concepts are highlighted by various factors in the historical field. The concept of historical consciousness was mainly observed in the works of Jorn Rusen, whereas the concept of representations appeared mostly in theoretical discussions by Roger Chartier. The comparison between the authors is underscored by arguments put forward by Friedrich Nietzsche on his critique of the idea of conscience. A brief discussion will ensue on the adhesion to the category of historical consciousness in debates within the teaching of History in Brazil since 2000.

Historical Consciousness and Historical Media - A History Didactical Approach to Educational Media

This paper presents a theoretical approach to analysing educational media using the concept of historical consciousness. The concept of historical consciousness is defined and operationalised and its relevance for analysis of historical media is discussed. One aspect of the theoretical framework proposed is then applied in an analysis of a history textbook account. The analysis finds that while the framework may be applied in analysis of textbooks, its results regarding historical consciousness are tentative and in need of further investigation from the perspective of how its users perceive and appropriate the textbook account. Still, it is argued that the framework proposed may be useful since it specifies how a historical consciousness may be manifested and what methodological approaches that can be used when analysing it.

A transferência da família real portuguesa para o Brasil: explicação histórica em estudantes brasileiros e portugueses

Based on the relationship between the concept of Historical Consciousness, as Jorn Rusen and Reinhart Koselleck proposed, and the concept of Historical Explanation, proposed by Isabel Barca, the article presents an analytical course that allows you to check levels of explanation in historical narratives produced by students Brazilian and Portuguese from the interpretation of sources related to a historical fact: the transfer of the Portuguese royal family to Brazil (1808).

The Historic Turn and MOS: Getting Beyond False Consciousness in Our History-Work

The aim of this paper is to introduce, highlight and discuss the emerging epistemic problematic of the relationship between the past and history (Mills, Weatherbee, & Durepos, 2013) in relation to the concepts of Historical Consciousness (Lukacs, 1968, 2002) and modes of historical thinking (Rusen, 2004). Using these theories of history, we ‘map’ typologies and categorizations of MOS history-work within a meta-historical framework. The situating of issues of fact, context, method, and theory within the framework surfaces how the orientation of a culture or collective is related to how a history is produced and the purposes for which it is used. The paper concludes by briefly sketching how the linkages and relationships which inhere in the ways we think about history in meta-historical terms may serve as a conceptual and analytic guide for future history-work in MOS.

Sociological Insights for the Didactics of Sociology

The article aims to analyse the relationship between sociology and didactics of sociology. This relation­ship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the con­ceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social func­tion of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
 

Os jogos de interpretação de personagem e suas perspectivas no ensino de história

É de senso geral a respeito da educação a grande necessidade de incentivo à leitura, interpretação e escrita em sala de aula. Nessa perspectiva, a narratividade e a imaginação são ponto-chave para o desenvolvimento dos alunos não somente nas aulas de História, mas sim no quadro geral das práticas educativas e no desenvolvimento das ciências. O presente trabalho visa, em primeiro plano, desenvolver uma estratégia em sala de aula que privilegie o uso de narrativas históricas, tomando o RPG (Role Playing Game - Jogo de Interpretação de Personagem) como parte dessa estratégia para o ensino de conceitos históricos. A pesquisa pretende delimitar as características e o histórico do RPG enquanto produto cultural de seu tempo e brinquedo, em vista da reflexão sobre o jogo explorado na aula de História na escola básica. Para tanto destaca a narrativa ficcional e a histórica, inerentes ao homem, e o estímulo à narratividade e à escrita na aula de História tendo por base os conceitos de consciência histórica e a atribuição de sentido ao passado por meio da narrativa, como debatidos por Rüsen e por outros autores, tais como Vygotsky, Ausubel e Polanyi. Espera-se ao final, descrever a aplicação prática e demonstrar os fundamentos e procedimentos para uma maior eficácia do RPG em sala de aula como uma estratégia de ensino, tendo em vista uma perspectiva do uso da imaginação no ensino.

To Bridge Time

Since the early 1990s, the concept of historical consciousness has been central to didactic research in Sweden. It has mostly been used as a theoretical framework on a macro-level or as an attempt to identify students' historical consciousness. This article applies the theoretical concept of historical consciousness to tangible source material: history textbooks from the twentieth century. It focuses on whether Swedish history textbooks for lower secondary school have articulated contexts that may be conducive to developing historical consciousness. The article employs a number of theoretical concepts—narratives, multichronology, identity, and values—in order to analyze perspectives that can be utilized to trigger historical consciousness.