Development Of Historical Consciousness Research Articles

Crises of Iranian National Identity in the Context of Historical Processes: Causes and Solutions

Today’s Iranian national and cultural identity is the result of a complex multi-stage process. The article demonstrates how the changes that took place in different periods of history, in combination with the basic values of local cultures, formed harmonious forms of a single identity. In history, efforts have been made to modernize the cultural and historical heritage in order to resist national crisis processes and overcome the crisis of national identity. As mentioned above in the article, one of the most important issues in the study of the national identity of the Iranian people is the consideration of its crises, decline and rise in historical periods. A historical review of Iran shows that this country has experienced various changes in its history that have played an important role in the development of its national identity. To overcome or prevent the emergence of a crisis of national identity, it is necessary to identify and strengthen the components of the continuity of national identity. The deepening and development of historical consciousness and the strengthening of national identity in an era of rapid globalization is an urgent task for any society. One of the aspects of the acuteness of the problem of Iranian identity tension is related to the fact that Iran, like all regions of the world, is experiencing the processes of globalization and the influence of Westernization. The spread of science and the strengthening of intercultural contacts have strengthened the «concept» of uniqueness in the national consciousness of the modern Iranian people. At this stage, considering how Iran has overcome tensions and crises of its identity throughout history, the goal was to find certain answers and understanding to resolve the crisis of globalization today.

ИСТОРИЧЕСКИЕ РЕПРЕЗЕНТАЦИИ КАК СПОСОБ ПРЕОДОЛЕНИЯ ДИСКРЕТНОСТИ ИСТОРИЧЕСКОГО СОЗНАНИЯ

The article deals with the actual problem of overcoming the discreteness of historical consciousness, which arose as a result of the acquisition of traumatic experience of experiencing negative historical phenomena. The author notes that the historical conditions in which the acquisition and experience of traumatic experience occurs, as a result of which the discreteness of historical consciousness is formed and manifested, are carried out during periods of serious socio-cultural transformations and shocks at the individual and collective level. The author notes that such shocks are events associated with various social disasters, military conflicts, natural and man-made disasters, etc.). The collective trauma acquired in these conditions affects the process of formation of discrete historical consciousness, qualitative and quantitative transformation of the social structure, influencing the sphere of ideology. As a result of the research, the author came to the conclusion that the specificity of historical representations is associated with the level of development of historical consciousness of society; with the historical and socio-cultural context in which they are formed; with the level of development of historical science and scientific communications aimed at the formation of historical consciousness. At the conceptual and everyday level, different ways of historical representations are used, with the help of which it is possible to understand what kind of experience a society or an individual is experiencing. The author states that historical representations differ in their insufficiency and riskiness.

Historical consciousness and its transformations in modern society: changes in the value orientations in modern philosophy of history

The purpose of our research is to determine the main trends in the development of historical consciousness in a crisis society and environment. Our hypothesis is an attempt to systematically analyze modern historiosophical and philosophical-historical concepts, schools, approaches, doctrines that express the essence of transformational processes within the relationship of tradition and innovation - in the development of society and everyday life. In our opinion, modern philosophical-historical and historiosophical views are also in a state of uncertainty, which greatly complicates the solution of our research goal. But, our approach in the sense of the above understanding of the defining trend of socio-social development, can be proposed as a generalization of the content of history - to achieve maximum freedom of society and man, taking into account all the concerns that are key, as in the anthropological segment of society and in terms of the relationship between society and nature.

Wars of Memory: Memorial Legislation in the Post-Soviet Space

The origins and the phenomenon of memorial legislation are considered. Special attention is paid to the memorial laws adopted in Russia and Ukraine, as well as the experience of their application. Based on the ideas of F. Artog, the author connects memorial legislation with the new “regime of historicity”, proving that it is a certain type of commemorative practice. The sources for the work were the texts of the adopted legislative acts, the introduced bills and comments, articles in the media, enabling to judge the reaction of the public. On the basis of the studied material, the author draws the following conclusions: memorial legislation is of a political nature, memorial laws are an instrument for solving political problems; the development of memorial legislation makes law dependent on state historical policy, which can lead to a violation of the normative nature of the law; memorial legislation makes it possible to judge the development of historical consciousness and the directions of its change.

THE PHENOMENON OF HISTORICAL MEMORY IN THE CONTEXT OF THE GENESIS OF HISTORICAL METHODOLOGY

The article analyzes the phenomenon of historical memory and approaches to its study in contemporary scientific discourse. It is stated that its emergence is associated with methodo-logical transformations in the historical science of the last two centuries. Initially, in the course of theoretical research, historical memory was understood as a way of reconstructing the past, when an ethnos or a separate social group builds an image of the past to please the present. As a result of the crisis of traditional historiography, caused by the postmodern criticism of metanarratives, a re-actualization of historical memory occurs. In practice, this occurs in the form of mass commemorations, museumification of common and individual historical heritage, and the creation of an infrastructure for memorial tourism. Historical memory reveals its capabilities to form person’s identity and life guidelines, rooted in the fundamental and universal function of human memory. An important feature of the contemporary research situation is that the rise of historical memory occurs in a crisis of the idea of objectivity and faith in the future. The current stage in the development of historical consciousness gives a new characteristic associated with the general nature of changes concerning various layers and forms of memory, as well as with the collapse of world history and structural changes in historical representations.

Olhares de gênero e interseccionalidade no ensino de História: reflexões sobre a historicização da diferença nos processos de educação histórica

Há algumas décadas a proliferação de pesquisas históricas por perspectivas de gênero, classe, etnia, idade dentre outras condições sociais e posteriormente o entrecruzamento dessas categorias, aumentaram as possibilidades de interpretação e escrita do passado. O objetivo deste artigo é discutir as possibilidades e desafios presentes na educação histórica enquanto campo de entendimento e debate dos processos históricos que fundamentam a condição dessas categorias no presente e no cotidiano dos estudantes. A utilização da pluralização de passados, de narrativas históricas e de compreensões que desvelem identidades, representações e imposições do presente, como construções históricas, fazem parte da efetivação de uma educação histórica voltada para a cidadania plena. Nesse sentido, defendemos neste texto gênero e interseccionalidades como operadores fundamentais para o desenvolvimento da consciência histórica.

Using films in the development of historical consciousness: Research, theory and teacher practice

In the digitally reliant twenty-first century, the exclusivity of printed sources for investigating and interpreting the past has been eroded, and other modes of historical interpretations, such as film, virtual reality simulations and online museums, have found a growing audience and influence. History education has followed suit in Australia, with a range of multimodal sources commonly featured in history teaching programmes (Donnelly, 2018). Film has become an increasingly popular choice as teachers strive to engage a student population accustomed to multimodality, and with technological upgrades facilitating viewings in learning spaces (Donnelly, 2014a). Using data from history teacher practice studies, this paper argues that films have the potential to impact historical consciousness, and proposes a model of the pedagogical mechanisms at work in these instances. Implementation strategies and practices are further illustrated by reference to two teaching protocol exemplars, the weekly plans of which are included in the paper.

A numismática na antiguidade como elemento desenvolvedor da consciência histórica

Ao estudarmos as teorias do desenvolvimento da consciência histórica, verificamos que tal conceito é observável em todo percurso da história da humanidade, e não simplesmente fruto do pensamento moderno. A consciência histórica é a capacidade do indivíduo se ver como um agente da história, influenciado por ela e influenciador da mesma, consciente dos processos históricos, ou seja, de que os elementos do passado influenciam na complexidade atual de nossa sociedade. A partir dos conceitos de Consciência Histórica, o trabalho objetivou analisar não só o seu desenvolvimento entre os povos da antiguidade, em especial de Roma Antiga, mas também no desenvolvimento desta consciência na atualidade. A metodologia utilizada foi uma análise a partir dos trabalhos de Hans-Georg Gadamer (1900-2002), Philippe Ariès (1914-1984), Jörn Rüsen (1938-) e Agnes Heller (1929-2019). Observamos como a numismática serviu de aporte para o desenvolvimento de tal consciência na antiguidade e bem como, seu estudo auxilia a disciplina história alcançar os objetivos estabelecidos pelas políticas públicas de Educação, formando jovens conscientes, com senso crítico e capacidade analítica.

Historical consciousness and textbooks. An analysis from the conceptions about the period of “La Violencia” in Colombia

The final results of a research that aimed at analyzing the conceptions and ideas on the historical period of “La Violencia” portrayed in ninth grade social studies textbooks published in Colombia since 1989 to 2016 are socialized. The research was methodologically grounded on the analysis of qualitative content and, theoretically, on the general principles of the historical consciousness development. From these referents, it is established that the studied textbooks have not been able to consolidate critical explanatory principles of analysis around this historical phenomenon. The aforementioned problem generates, in these pedagogical devices, a series of argumentative absences around the historical processes and agencies, which are key to understand the connections of that past with a present time marked by violent internal struggles associated with a social, political and economic conflict that has not been completely overcome in Colombia

The Region and Regional Problems through the Eyes of Young Students: Social Historical Memory

The article presents the analysis of sociological research on humanitarian students of Kaliningrad higher educational institutions. The emphasis is made on the young students’ historical consciousness development, and on the existence of their historical memory. The author relates current methodological provisions to the adjustments necessary due to the character of sociological researches on youth. DOI: 10.5901/mjss.2015.v6n6s7p161

La enseñanza y el pasado–presente–futuro de las sociedades: Formación de la conciencia histórica y educación para el futuro

In this article we pretend to prove the relations between two lines of research and innovation in the teaching of history and social sciences, both have important points of contact, although they belong to different scientific traditions. One is the development of historical consciousness; the other is the so called education for the future. The most obvious relationship between both traditions is their conception of the time and the importance that is given to the concept of future. Historical consciousness is temporal consciousness and helps us to relate the past with the present and with our ideas and ideals about the future. Education for the future aims to analyze the images that society has built for the future and at the same time, help to build capacities to think of alternative or desirable futures and act accordingly with responsibility and social commitment. In our opinion, both traditions are becoming more and more closer, as the historical–temporal consciousness points strongly to the future–present, and the education for the future needs to think about the past and the learning of temporality.

Children, Redemption and Remembrance in Walter Benjamin

Walter Benjamin wrote extensively on children and childhood, though this aspect of his work has hitherto received scant attention despite continuing and growing interest in his thought. This article makes explicit the connection between his acute observations of childhood and his distinctive messianic philosophy. The twin aspects of redemption in Benjamin's writings: remembrance and now-time, as illustrated in Wim Wender's Wings of Desire, are explored in relation to the ‘task of childhood’. Benjamin asserts the emancipatory potential held within the development of historical consciousness, and leads us to question how our understanding of childhood can foster this potential

Picture Books for Engaging Peace and Social Justice With Children

This article, written as a textual professional development session, discusses a selection of picture books (fiction, nonfiction, and poetry) for purposeful engagement across curriculum disciplines to sustain a living conversation with children on themes of peace and social justice. These texts carry the potential to cultivate intercultural and interfaith dialogue; to promote the development of historical consciousness; to take up questions of how we might proceed together as a species into a shared future; and to create compassionate understandings of self, another, and the human condition. Possible ways of reading the books with children are imagined. The books are grouped into themes including the rights of the child and human rights, refugees, faith, colonialism, peace, generosity, war, cultural diversity, and ecological issues and caring for the earth. Although attempting to bring about world peace through the internal transformation of individuals is difficult, it is the only way. … And I believe that love, compassion, and altruism are the fundamental basis for peace. Once these qualities are developed within an individual, he or she is then able to create an atmosphere of peace and harmony. (H. H. The Dalai Lama, as cited in Hahn, 1991, p. vii) The classroom door is open. Come in. We're welcome here. The environment is peaceful. Some children are browsing beautiful picture books that are displayed aesthetically and invitingly around the room. Some are reading with friends, and others deeply engaged in private reading. We notice diverse themes in the texts: war and peace, compassionate action, refugee experiences, religious diversity, children's rights, ecological justice, and more. We notice the many genres: Some are beautifully illustrated and narrated stories, some are poetry, some are nonfiction and filled with photographs and statistics, others are wordless. The books evoke a range of responses and emotions in us: questions, laughter, sorrow. The teacher and a small group of children are sitting together engaged in animated conversation over one of the books. Perhaps now, the teacher calls all of the children together. They gather and share their readings, their thoughts, their questions, their interpretations. They respond to one another. We note that there is no sense of rushing and plenty of time for mindful listening. Or, perhaps we walked into the classroom to discover the children buzzing in busy activity, painting their responses to the books, writing poetry, or engaged in creating drama and dance together. Perhaps they are writing letters to politicians or designing a fundraising action for a project that supports the lives of other children near or far. Perhaps we have joined them not in a classroom at all, but in the community where they are participating in a project to actively live and breathe more peace and justice into the world, inspired to ethical action by books they read together.

Social Memory in the Public Historical Sphere: Henry Savery's The Hermit in Van Diemen's Land and the Tasmanian Public Library

Although public libraries have been generally characterized as 'repositories of public memory' or 'memory institutions', along with museums and archives, little specific work has been undertaken in Australia into how the public library performs this role: how a public library responds to the development of historical consciousness within its particular community, to the vicissitudes of public remembering, and also public forgetting. This article considers these questions through a case study of the Tasmanian Public Library in Hobart, Tasmania, and its changing responses to a particular text, convict author Henry Savery's The Hermit in Van Diemen's Land: from the Colonial Times (1829), one of the first books printed in the Colony. This article will suggest that the book The Hermit in Van Diemen's Land played a role as a lieu de mémoire within the Tasmanian community, the nature of that role changing as a consequence of a variety of factors over more than a century. The circumstances surrounding the acquisition and subsequent disposal of a copy of The Hermit by the Tasmanian Public Library are examined, in the context of the contested and changing value placed on the text by the institution and members of the community. Such an analysis of the manifestation of social memory in the context of the public library enriches our understanding of the ways in which a small interpretative community negotiated its difficult history.

History and Memory in the Tasmanian Public Library

Although public libraries have been generally characterised in academic literature as repositories of public memory along with museums and archives, little specific work has been undertaken in Australia into how the public library performs this role, and how the public library influences — or responds to — the development of historical consciousness and the vicissitudes of social memory within its community. This article considers these questions through a case study of the Tasmanian Public Library in Hobart, and a particular culturally significant text, The Hermit in Van Diemens Land: From the Colonial Times (1829), by Henry Savery. The circumstances surrounding the acquisition and subsequent disposal of a copy of The Hermit by the Tasmanian Public Library are examined, in the context of the contested and changing value placed on the text by the institution and members of the community through the nineteenth and twentieth centuries.

Historiography of Imperial Russia: The Profession and Writing of History in a Multinational State ed. by Thomas Sanders (review)

581 Ab Imperio, 2/2003 Christian NOACK Thomas Sanders (Ed.), Historiography of Imperial Russia: The Profession and Writing of History in a Multinational State (Armonk N.Y, London: M. E. Sharpe, 1999). 536 pp. Bibliographical notes, index . $39.95. ISBN 1-56324-685-6 (Paperback) Given that available surveys both in the Russian and Western languages are outdated and inadequate , a comprehensive account on Russian historiography has been a desideratum until recently. Thomas Sanders’ efforts to reintroduce the “rarely seen cross-country cousins” [like Solov’ev or Kizevetter] to the students of Imperial Russia can only be warmly welcomed. On some 500 pages “Historiography of Imperial Russia” presents the main evolutions in historical interpretation within the empire from the age of the Enlightenment into the first decades of the Soviet rule, as far as individual fate of the presented scholars inside and outside the USSR are concerned. Some of the material presented was printed before, a larger portion was originally written for this volume. There is no introduction explaining the principles of construction properly speaking, but the presentation is rather self evident: Part 1 covers the general trends in the development of historical consciousness and practice, with a strong emphasis on the academic background. Part 2 introduces individual “pillars” of Imperial Russian and emergent Ukrainian historiography . Part 3 generalises selected nonRussian historical visions – Jewish, Muslim, and, again, Ukrainian. Part 4 returns to the present state of art in studies of the history of Imperial Russia. Thomas Sanders’ very short introductory remarks “A Most Narrow Present” refrain to a brief explication of the historical conditions under which Russian historiography evolved. The essential notions is “maturation”, read: growing profes- 582 Рецензии/Reviews sionalism, resulting in “alienation”, that is the isolation of the intellectual discourse and mass consciousness. Given the historical-political background , the lack of vertical and horizontal integration of the elites and the society as a whole in late Imperial Russia, the missing of a “comprehensive, inclusive national narrative satisfying to the majority of the empire’s inhabitants” (p. 6-9) seems quite understandable, and the lack of a comprehensive overview of competing Imperial and national narratives is certainly deplorable. The inclusion of Ukrainian, Jewish and Muslim (Central Asian modernist) historiography is a first step to fill the gap, others have followed. (cf. Natsional’nye istorii v sovetskom i postsovetskikh gosudarstvakh. Moscow, 1999) The majority of essays in the first part of the volume reflect a considerable interest of Western scholars in the development of the academic milieu against the background of discussions on the possible emergence of Civil (if local) society and publicity in late Imperial Russia. Allison Katsev’s contribution on “M. T. Kachanovskii and Professional Autonomy in Pre-Reform Russia” is a case in point. Exploring the Moscow professor’s habit in public disputes during the 1820’s and 1830’s, he concludes that the quest for independent and critical academic standards under the roof of professional autonomy and the dependence on the State to bolster them were not (yet) the contradictory forces. This clue, however, is hardly surprising in an article following Cynthia Hyla Whittakers systematic inquiry on “The Idea of Autocracy Among Eighteenth-Century Russian Historians.” Whittaker very convincingly shows that precisely the enlightened critical attitude of historians towards autocracy led them to understand this form of government as serving the country’s interests best. As the most effective tool of modernisation and westernisation the idea of autocracy was transformed into a dynamic concept, inspiring subsequent generations of state sponsored reformers well into the 19th century. Thomas Sanders’ “The Third Opponent: Dissertation Defences and the Public Profile of Academic History in Late Imperial Russia” is very closely connected to the mentioned civil society discussions , too. He identifies the public zashchita at least for some periods as the major link between the academic inner circles and what was understood as “society” in the major university cities . Even when access was limited, the admitted public developed “in conjunction to the professoriate an elaborate body of etiquette and expectations concerning disputes.” While socialising effects on the local obshchestva cannot be doubted, Sanders unfortunately 583 Ab Imperio, 2/2003 seems less interested in interpreting these rituals as “ceremonial ordinations of new...

Weirs in the River of Time: The Development of Historical Consciousness among Canadian Inuit

Weirs in the River of Time: The Development of Historical Consciousness among Canadian Inuit