Historical Thinking Research Articles

On the approaches to an adequate historiography

The article is devoted to clarifying the essential features of the historiography of Ukrainian literature, which arose on the basis of stories, acquired the meaning of their integration, and comprehended the regularity of historical thinking. To this purpose, an analytical review of the formation and development of the history of Ukrainian literature is made — from the literary and critical publications of Osyp Bodianskyi, Mykola Kostomarov and others, gradual structuring through trial and error in the publications of Mykola Petrov, Omelian Ohonovskyi, who resorted either to ideological and stylistic eclecticism or to prioritisation of the biobibliographical method, raised the question of the essence of the history of literature (Ivan Franko). Serhii Yefremov’s «Istoriia ukrainskoho pysmenstva (History of Ukrainian Literature)» became the first fundamental author’s history with a consistent chromatic series, with the concept of the primacy of ideas over the figurative system, and a sociological understanding of the role of literature. The article traces the evolution of scientific thought from extra-artistic engagement to an immanent understanding of literature as an art, starting with the history of Mykhailo Hrushevsky, corresponding to the provisions of Oleksandr Potebnia’s psycholinguistics and Volodymyr Peretz’s philological school. Such a view, conditioned by literary realities, was emphasised by Mykola Zerov, substantiated by Mykola Hnatyshak, and universalised by Dmytro Chyzhevsky. They presented a new type of history of Ukrainian literature with distinct features of historiosophy. Mykola Hnatyshak and Dmytro Chyzhevsky integrated it into the concept of a wave-like binary literary process, proposed a periodisation adequate to the changing genre and style searches based on the principle of «simple» (idea) to «complex» (metaphor) and, on the contrary, consonant with the European cultural world, and identified (Dmytro Chyzhevsky) the baroque psychotype dominant in the Ukrainian mentality. Each of the author’s stories presents a certain angle of view on the dynamics of literary life, and requires comparison in order to reveal a common understanding of the problem, which is important for historiographical studies, at the intersection of their segments on the principle of overlapping hermeneutical circles. In contrast to previous concepts, the author of the article proposes a history not of biographies or extra-artistic factors, but of literary texts in their immanent characteristics, contexts, chronological coordinates, using the technique of close reading, in the guideline of overcoming the time- spatial distance between the text (author) and the recipient (historiographer).

Український історичний роман: шляхи становлення та розвитку

The experience accumulated by the art of words never goes away. At a certain stage of literary development, it can be exhausted to a certain extent, only to be revived in a new context in a modified form. The relevance of the study of historical prose, in particular its ways of formation and development, specificity, themes, is quite natural, since works about the national past allow the reader to consciously or sporadically immerse himself in the meaning of life realities, in particular to understand the moral and ethical ideals of the Ukrainian people, the physical and spiritual endurance of the participants in the national liberation struggle, and the deep human values that are often much more expressive and accurate in historical prose than in sociological and historical research. The fiction model of the heroic past serves to shape historical thinking, to deepen an individual’s understanding of his or her own place in society, and to help individuals find ways to self-knowledge and self-affirmation. The article traces the genesis and main stages of formation of the Ukrainian historical novel, starting with the novel «Zynovii Bohdan Khmelnytskyi. Istorychna kartyna podii, kharakteriv, i zvychaiv XVII stolittia v Malorosii (Zynoviy Bohdan Khmelnytsky. A Historical Picture of Events, Characters, and Customs of the Seventeenth Century in Little Russia)» by Pavlo Biletsky-Nosenko — through the novel «Chorna rada. Khronika 1663 roku (Black Council. The Chronicle of 1663)» — to contemporary works about the past by Pavlo Zahrebelnyi, Roman Ivanychuk, Valerii Shevchuk, Yurii Mushketyk and others. The specifics of historical novel prose are elucidated, the essence of the concepts of «historical novel» and «artistic and historical truth» is revealed, the role of fictional conjecture and fiction is determined. The article summarises the views of domestic researchers of historical prose on its typology.

Goodbye Colston, goodbye Columbus: Why we need to learn history in times of memorial controversies?

AbstractAround the western world various activist groups confront controversial monuments and other mnemonic infrastructures of historical culture representing contested histories and equally contested visions of the future. This article presents an original model for analyzing controversial issues of commemoration in the context of history education. Relying on the theory of historical consciousness, it first presents monuments as a distinctive type of mnemonic infrastructures of historical culture. It then delineates a conceptual model for making sense of various “types” or ways of engaging with these infrastructures: preservational, analytical, hypercritical, and reflexive. These ways of engaging are then analyzed in reference to four competencies of historical consciousness in relation to Jörn Rüsen’s recognized typology (inquiry, historical thinking, orientation, and narrative). The article explains how this new model can be transposed to the context of education so as to help students analyze past and current memorial controversies and ultimately develop more complex ways of engaging with mnemonic infrastructure in society.

Fostering Historical Thinking Skills with Ethnophotography-based Teaching Materials in Elementary Schools

Fostering Historical Thinking Skills with Ethnophotography-based Teaching Materials in Elementary Schools

The Circuit in the History of Economic Thought: The Contribution of Ibn Khaldûn

In this tribute to Alain Parguez (1940–2022), I draw attention to the economic thought of the prominent medieval scholar, Ibn Khaldûn (1332–1406), specifically his seminal Al Muqaddimah (1377), which was the introduction (“Prolegomena”) to his universal history (Kitab al Ibar, “Book of Lessons”). While caution should be taken in reading a six-hundred-year-old book, I try to show that Ibn Khaldûn could be considered as a forerunner of the Theory of the Monetary Circuit. In his magnum opus, he attempted to lay down the factors that had pushed civilizations (especially the Arab-Muslim one) to bloom to their peak and to decline thereafter. This led him to examine the economic and social processes governing the history and the causes of wealth. Here Ibn Khaldûn anticipated some economic mechanisms which form the core of the Theory of the Monetary Circuit.

Rereading Guido’s Or voit tout en aventure

Or voit tout en aventure by Guido is often regarded as an archetype of the late-medieval notationally and rhythmically complex style that musicologists term the ars subtilior. Transmitted in Chantilly, Musée Condé, MS 564, the ballade has gained notoriety for both its self-reflexive text and its idiosyncratic notation. The song’s narrator laments the invention of new and confusing figures, but the song’s notation incorporates a collection of special note shapes—lozenge-shaped figures with appended stems and flags. Previous studies have emphasized the obscurity of the notation of Or voit. Three of its note shapes represent the same duration, leading scholars to suggest that the notation of the song is unnecessarily and thereby ironically complex and redundant. Analyzing Or voit from the psychological perspective of hypothetical performers as they think through the notation of the piece allows a new reading of the song to emerge. The notation of Or voit is not ambiguous but projects distinct gestures from which localized notational hierarchies can be inferred. The humor of Or voit can thus be located not in the notation but in the text, which claims dishonestly that the notation is “not well done.” Rereading Or voit from the performer’s psychological perspective illustrates that reflecting on the contrasting conceptual frameworks of historical notations can help to resolve music-analytical problems that, at face value, seem to arise from the playful incompetence of historical thinkers.

The Pedagogical Value of Museums in the Teaching and Learning of Secondary School History: A Historical Thinking Perspective

Using historical thinking for analyzing the teaching and learning of secondary school history, this paper contributes to literature and debates on the pedagogical potential of museums in this endeavor. Despite the existence of museums and expansive literature on their historical significance in various world settings, there has not been much effort to connect history teaching and learning to this institution. Drawing our arguments from literature on historical thinking and museum studies, we explore the value of museums in the teaching and learning of secondary school history. We commend the inherent value in museums if their educational programs are packaged effectively for this purpose. Apart from connecting learners to cognitive activities as well as fostering an understanding and application of its disciplinary competencies, museums also engage with elements of historical thinking. Disciplinary competencies of history include critical thinking, extrapolation, evaluation of sources and detection of bias. Elements of historical thinking which makes museums stand out as potentially significant in secondary school pedagogy are empathy, historical significance, primary source evidence, cause and consequence and continuity and change. However, despite their esteemed pedagogical value, operationalizing teaching and learning of history using various museums facilities comes with several challenges which include high cost of organizing lessons, a strain on the school timetable, complexities associated with logistical and legal demands of out of school visits. Nonetheless, several innovations can be used to deal with such challenges.

Historical Criminology as a Methodological Approach to the Study of Crime Problems

The principle of historicism as a basic methodological requirement of dialectics has not received an independent theoretical interpretation in domestic criminology. Historical criminology can be considered its emanation in modern English-language criminology, which has established itself in recent decades as an authoritative methodological approach to the study of crime and related problems. Based on several authoritative publications, primarily the monograph “Historical Criminology” by D. Churchill, G. Yeomans and I. Channing, it seems possible to describe the main characteristics of this approach. In accordance with it, historical criminology can be thought of not as a subject area of criminological research and not as a criminological school, but as a set of requirements for the study of all components of the subject of criminology. They are based on two basic theoretical concepts: “historical time” and “historical thinking”. The main characteristics of historical time — change, eventfulness, fluidity, tension and embodiment — set the appropriate rules for conducting criminological research, including: the study of criminologically significant trends in the long term; attention to specific criminal and social events not only as a point that changes trends, but also as an independent temporal unit; using the complexity principle to explain crime. In the process of implementing these requirements, it is necessary to take into account that the present studied by criminologists is a multi-layered social phenomenon that combines not only recorded events and facts of today, but also persistent echoes of the past and anticipations of the future. It is the recognition of the unity of the past, present and future that serves as the principle of adequate historical thinking in criminology.

Criminology and History: Towards Interdisciplinary Convergence

The connection between criminology and other sciences has always been viewed as a vital component of increasing scientific knowledge on crime and developing the methodology of criminological research. One of the areas of such connection is the interaction between criminology and history. Both sciences are moving towards each other. The principle of historicism, being an inalienable element of the methodology of modern criminology, stimulated criminologists to study the history of crime and its specific types, the history of preventive and law enforcement work, the history of criminological theories’ development. The diversification of the methodological basis for the historical science and the development of social history, in their turn, also turned the attention of historians to the problems of crime and its prevention. Meanwhile, the application of historical method in criminology and the inclusion of crime in the object of historical studies remain two relatively independent and unconnected processes. At the same time, the theoretical understanding of inter-disciplinary connections between criminology and history unjustifiably remains «a white spot». This is not a problem specific of Russia, in recent years it has been the object of attention for specialists all over the world. English-language research explains the absence of cooperation between criminology and history primarily though the goals and the organization of research. Historians study the past for the sake of uncovering the past itself, without stressing its connection to the present, while criminologists, on the contrary, are focused on the present and refer to the past only in the degree necessary for explaining the processes happening today. However, this autonomy, arising from the boundaries that are in many aspects artificial, is duly challenged. Research is consistently moving towards overcoming the isolation of criminology and history. The result of this shift is the development of historical criminology as a special approach to studying crimes and related problems. Special monographs, cooperative group discussions, theme-based issues of authoritative journals, the development of special educational programs are all aimed at ensuring the full-scale inclusion of the historical component in the science of criminology by stimulating historical thinking and abolition of no longer relevant historical-philosophical ideas on the interconnection between the past, the present and the future.

Development of Website-Based E-LKPD to Train Students' Historical Thinking on the Material of the Great World Revolutions Class XI State High School 1 Koto Kampar Hulu

SMAN 1 Koto Kampar Hulu is one of the high schools located in the Koto Kampar Hulu sub-district, Kampar Regency. At SMAN 1 Koto Kampar Hulu there is a shortage of learning media, which makes the learning process boring, especially in history subjects. Teachers still use conventional methods and do not use media, so learning is less effective. The research was conducted with the aim of developing the enthusiasm of students at SMAN 1 Koto Kampar Hulu towards history subjects by developing website-based E-LKPD media and conducting E-LKPD feasibility tests for history learning at SMAN 1 Koto Kampar Hulu, and looking at students' responses regarding website-based E-LKPD media. The research method used is 4D. Based on research conducted by E-LKPD learning media (electronic student worksheets) it was declared suitable for use in the teaching and learning process after being analyzed by material experts, questions, media, and students. The results of the website-based E-LKPD validation on the material of world's great revolutions by material experts get an average result score of 4.7 with a very feasible category, question experts with an average score of 4.6 with a feasible category, media experts with a score an average of 4.2 with a very feasible category, and the results of student respondents in the small group test with an average score of 4.79 with a very feasible category. The results of student respondents in the large group test with an average score of 4.86 with a very decent category. In this study there are still research limitations, where the research produced is still at the beginner level, so the researchers hope that there will be research that can develop this E-LKPD learning media so that it can be applied to other schools.

:Pathologies of Motion: Historical Thinking in Medicine, Aesthetics, and Poetics

:<i>Pathologies of Motion: Historical Thinking in Medicine, Aesthetics, and Poetics</i>

Historical Thinking Model: A Specific Model for History Learning

The problems in learning history are endless. This is natural because science develops when there are problems. However, in learning history, no matter how sophisticated the media, the design of good methods and strategies, and the application of dynamic models, it seems that it has not been able to provide the most appropriate solution to the problem. The purpose of this research is to develop a history learning model that is specifically based on the characteristics of history itself, namely the Historical Thinking Model. Historical Thinking is not new in history, but using it as a learning model has never been done before. Historical Thinking actually has structured stages in its analysis, firstly chronological thinking, then causal thinking, interpretation, threedimensional time thinking, and finally taking the value or meaning of each event. These stages were then developed into the syntax of the learning model. This research was conducted using the Research and Development method with the ADDIE model.

Design and validation of two tools to observe and analyze history lessons in secondary education

This article focuses on the validation of two data collection instruments, one is the History Class Observation Tool (HCOT) and the other is focus groups with students, trainee teachers and tutors from secondary school classrooms. The main objective of the study is to obtain evidence of validity of the two instruments to be used in research on the design, validation, implementation, and evaluation of training units. All this in order to improve the teaching-learning process of historical thinking skills in high school students with the aim of forming critical citizens. The initial set of 32 observable behaviours was reviewed by 9 judges, who rated each on a scale of 0 (strongly disagree) to 3 (strongly agree) in terms of appropriateness, importance, clarity of wording, and observability. As can be seen from the results, both instruments according to the agreement indices suggest that the items, overall, can be considered suitable and important, and observable in the case of the observation instrument, as well as having clarity of wording appropriate to the objectives of both, with high confidence on the part of the experts. If we compare it with similar studies that we have discussed previously, we can see how this validation process has been quite rigorous and novel following some guidelines set previously in certain studies.

The Fall and Rise of the Concept of Uncertainty in the History of Economic Thought

Uncertainty is one of these central concepts towards which economists have formed diverse and contradictory views. Traditionally, mainstream economists ignore the fundamental role of uncertainty and fully embrace individual rationality. This related to the closed-system ontology adopted by them, whereby uncertainty is viewed as a source of disturbance and treated as an external shock. But the financial and economic crises have reopened the debate about the consequences of such neglect. The article, in turn, is an attempt to tell the story of economic debates of uncertainty’s ups and downs. It resorts to the history of economic thought as an analytical tool to trace the evolution of the concept of uncertainty and the arguments presented by schools of economic thought, whether in defense or rejecting the centrality of this concept. Moreover, discussing uncertainty brought to the fore other related concepts such as ‘animal spirit’ and irrationality and thus paved the way for aspects recently addressed in the behavioral economics.

Introduction: The Crowd in the History of Political Thought—Visions of the People

Abstract The article introduces the second part of a symposium, “The Crowd in the History of Political Thought,” which is being published as a two-part special issue, and which explores visions of the role of the people and populism in the writings of past thinkers. The articles in this second part are by European scholars with disparate interests and approaches to the history of political thought. Populism proves difficult to define, partly because populist politicians evince different understandings of “the people” and the purpose of government. The liberal, democratic, and national visions of “the people” can be harmonious but can also become disharmonious. Untangling them by exploring how thinkers in the history of political thought distinguished between crowds and peoples can help us to better understand the ideological dynamics of our moment. Articles on Hobbes and Spinoza offer disparate accounts of the differences between peoples and crowds. Herder, by contrast, helps us understand the political self-determination of peoples, while Schmitt and Arendt offer rival visions of the tensions between democratic and liberal principles.

From Human to Machine: Investigating the Effectiveness of the Conversational AI ChatGPT in Historical Thinking

In the digital age, the integration of technology in education is gaining attention. However, there is limited evidence of its use in promoting historical thinking. Students need to develop critical thinking skills to address post-truth and fake news, enabling them to question sources, evaluate biases, and consider credibility. With the advancement of artificial intelligence (AI), historical thinking becomes even more crucial, as chatbots appear capable of analysing, synthesizing, interpreting, and writing similarly to humans. This makes it more difficult to distinguish between human and AI-generated resources. This mixed study explores the potential of AI in developing an argumentative historical text compared to future teachers. After 103 preservice teachers were instructed in historical thinking, they assessed a text written by a human and an AI-written text without knowing their authors. The obtained results indicate that participants assessed the AI text better based on historical thinking skills. Conversely, when asked about the capability of AI to develop a similar text, they emphasized its impossibility due to the belief that AI is incapable of expressing personal opinions and reflecting. This highlights the importance of instructing them in the correct use and possibilities of AI for future historical teaching.

Exploring dialogic education used to teach historical thinking within the cultural context of East Asia: A multiple-case study in Taiwanese classrooms

Empirical evidence suggests that dialogic education is an effective way to develop students' higher order thinking and reasoning skills. In history education, curriculum goals share these aims, especially in Taiwan's latest national curriculum reform. It is then important to explore whether and how dialogue is being used to this end in history classes and the form that dialogic education takes in this East Asian cultural context. This study explored the features of Taiwanese teachers' talk and how it was used to teach historical thinking. Video recordings were made of a total of 6 lessons by three high school teachers. Descriptive statistics of word frequency of teachers' discourse using Nvivo (v.12) in complement with fine-grained qualitative analysis of whole class dialogue from a sociocultural perspective shed light on the various discursive strategies that the teachers used to facilitate students' historical reasoning. Findings suggest that some prominent features in Taiwanese teachers' talk include the hybrid use of monologue and dialogue and the hybrid of short-term and long-term dialogue for teaching historical thinking and reasoning. This study contributes significantly to the theoretical discussion of dialogic education for history classes in the East Asian cultural context. Moreover, it has practical implications for how teachers could use this hybrid form of talk to introduce the elements of historical thinking to students. Limitations of the study are also discussed at the end of the article.

English Vocabulary: The Basics (Book Review)

As David Wilkins once pointed out, the significance of vocabulary in language and communication cannot be downplayed, which breathes life into ideas and thoughts, transforming them from abstract notions into concrete, meaningful expressions. However, until recently, vocabulary was often an overlooked element of language learning (Meara, 1980). As time has gone by, scholars have given vocabulary research more and more attention. With such history in mind, English Vocabulary: The Basics by Michael McCarthy reflects the importance of vocabulary in language and language learning with an introductory text for novices completely new to the area of vocabulary studies. As its title suggests, the book aims to provide readers with a fundamental understanding of key concepts underpinning this complex and multifaceted field. [First paragraph]

What is (and was) a person? Evidence on historical mind perceptions from natural language

An important philosophical tradition identifies persons as those entities that have minds, such that mind perception is a window into person perception. Psychological research has found that human perceptions of mind consist of at least two distinct dimensions: agency (e.g. planning, deciding) and experience (e.g. feeling, hungering). Taking this insight into the semantic space of natural language, we develop a generalizable, scalable computational-linguistics method for measuring variation in perceived agency and experience in large archives of plain-text documents. The resulting text-based rankings of entities along these dimensions correspond to human judgments of perceived agency and experience assessed in blind surveys. We then map both dimensions of mind in historical English-language corpora over the last 200 years and identify two salient trends. First, we find that while women are now described as having similar levels of agency as men, they are still described as more experience-oriented. Second, we find that domesticated animals have gained higher attributions of experience (but not agency) relative to wild animals, especially since the rise of the global animal rights movement in the 1980s.

Historical Thinking and Its Relationship to The Attitudes Towards Historical Studies Among Students of The Tenth Grade in The Hebron Governorate

This study aimed to identify the level of historical thinking and its relationship to the attitudes towards historical studies among the tenth-grade students in Hebron Governorate. The study consisted of 360 male and female students who were selected by the cluster method. The researcher prepared a list of preferred behaviors to measure historical thinking and a questionnaire to measure the attitudes towards historical studies, and their validity and reliability were verified, and the tools were distributed in the field, and the study reached the following results: The total degree of historical thinking among tenth grade students in Hebron Governorate reached 0.576, which is a medium degree, and the results showed that there were no statistically significant differences in the level of historical thinking among tenth grade students in Hebron Governorate due to the gender variable, while the results showed that there were differences according to the variable of achievement level in favor of the students who have achieved more than 90. The study also found that the degree of attitudes towards historical studies among tenth grade students in Hebron governorate is (3.30), which is a medium degree, and there are no statistically significant differences in the level of attitudes towards historical studies among tenth grade students in Hebron governorate due to the gender variable, level of achievement. The results also showed the existence of a statistically significant relationship between the level of historical thinking and the degree of tendency towards historical studies among the tenth graders in Hebron Governorate. Keywords: historical thinking, attitudes, tenth grade students, historical studies.