Understanding Of Historical Time Research Articles

Timescapes, subjectivity and emotions after the India–Tibet earthquake, 1950

Abstract Scholarship on historical temporality has explored what time meant to people in the past. Going further, how did historical actors’ perception of time shape their experience of events? Jean and Francis Kingdon-Ward, two British travellers, lived through a major earthquake on India and Tibet’s mountainous frontier in 1950. Their numerous published and unpublished narrative accounts showed that the earthquake severely disrupted their physical environment, inducing powerful emotions and changing their sense of the passage of time. Comparisons with other accounts by British and some Indian survivors of mid twentieth-century earthquakes in South Asia showed that others, too, felt that earthquakes disrupted their sense of linear, well-ordered time. This article develops Barbara Adam’s concept of timescapes to emphasize how a temporal subject-position is made up of feelings and thoughts. It draws on psychological research on the relationship between emotion and time-perception to reveal a temporal subjectivity that extended through and beyond a moment of extreme stress, and was closely connected to place. New insights are offered for scholarship on the histories of emotions, subjectivity and the environment, putting emotions more firmly into our understanding of historical time.

Citizenship, Time and Crisis

Citizenship is a specific form of social and political closure, thus defining, in a dialectic relation, the changing “shape” of both political subjects and forms of government/statehood. Looking at citizenship as an institution of political subjectivity and statehood, I would like to raise two questions concerning its relation to (historical) time. How does the dual function of citizenship as a form of social closure and a tool for self emancipation change in times of crisis? What is the relationship between citizenship and moments of historical ruptures, be it wars, revolutions, or times of political transformation? Does citizenship contribute to shaping the temporal dimension of statehood on the one hand and of moments of collective or individual self-emancipation? Citizenship is simultaneously a discursive and a material structure. The hypothesis I want to bring forward is that it shapes our understanding of historical time according to these dimensions.

О парадоксах времени истории

The article is an attempt to comprehend the radical changes in the historical self-con­sciousness of the modern era and their impact on modern political practices. The position of the author is that our attitude to the time of history crystallizes deep transformations of the political sphere. It is shown that the historicity regime at the turn of the 20th–21st centuries is characterized by an orientation towards today’s needs and interests (so-called presentism) and at the same time increased attention to the past (“memorial revolution”), which, in the absence of major socio-political projects of the future, plays the role of a consolidating social factor. These changes required, on the one hand, significant efforts by historians to revise the methodological foundations of their science and, on the other hand, philosophical reflection on key historiosophical concepts and mean­ings. The most significant discussions concern, first of all, the concept of the past in its relation to the present, “modernity”. Understanding the ontological and epistemological foundations of these concepts has become today a “bone of contention” in building mod­ern political strategies and practices. The article demonstrates how the past from the con­cept of clear and self-evident, as it appeared within the framework of the historicist con­cepts of the Modern era, has become a philosophical and political problem in our days. There are two approaches to solving this problem. These are, firstly, those philosophers and historians who defend the modernist idea of the past as different in relation to the present, although they significantly modify it with the help of the idea of a “living past”. And secondly, those philosophers who defend the thesis about the “non-past” of the past and the continuation of its existence in the present. It is concluded that, with all the differ­ences, both types of concepts proceed from the concept of “living past”, which implies a non-linear and “multi-layered” understanding of historical time.

Dido Meets Aeneas: Anachronism, Alternative History, Counterfactual Thinking and the Idea of Fiction

AbstractThe anachronistic character of the loving relationship between Dido and Aeneas was widely and commonly discussed among commentators, critics, and writers in the early modern period. From the 16th century onwards, when the word »anachronism« appeared in vernacular languages, its definition was even inseparable from the example borrowed from theAeneid. The purpose of this article is to interrelate early modern debates on anachronism, reflections on the status of fiction and the history of fiction.Starting with the hypothesis that anachronism is a form of counterfactual, the questions posed in this article are: did forms of counterfactuals exist before the 19th century, to what extent did they differ from contemporary alternative histories and, if so, why? The story of Dido and Aeneas in theAeneidcan be considered »counterfactual«, because this version of the narrative about the queen of Carthage was opposed to another, which was considered to be historical and which made Dido a privileged embodiment of female virtue and value.Several important shifts are highlighted in this article. With the exception of St. Augustine (who saw in Vergil’s anachronism confirmation of the inanity of fiction), before the 16th century indifference towards anachronism prevailed: the two versions of Dido’s story were often juxtaposed or combined. If Vergil’s version of Dido’s story was condemned, it was for moral reasons: the exemplary version, considered more historically accurate, was favored throughout the Middle Ages, notably by Petrarch and Boccaccio.From the 16th century onwards, however, increased acquaintance with Aristotle’s Poetics promoted greater demand for rationality and plausibility in fables. This coincided with the appearance of the word »chronology« and its development, which led to a new understanding of historical time. Anachronism then appeared to be a fault against verisimilitude, and as such was strongly condemned, for example by the commentator on Aristotle, Lodovico Castelvetro. At the same time, the argument of poetic license was also often invoked: it actually became the most common position on this issue. Vergil’s literary canonization, moreover, meant that the version of Dido’s life in theAeneidwas the only story that was known and cited, and from the 17th century onwards it totally supplanted the exemplary version. Strangely enough, permissiveness towards anachronism in treatises, prefaces, or comments on literary works was not accompanied by any development of counterfactual literature in early modern period. Indeed, in both narrative and theatrical genres fiction owed its development and legitimization to the triumph of the criterion of plausibility.This article, however, discusses several examples that illustrate how the affirmation of fiction in the early modern period was expressed through minor variations on anachronism: the counterfictional form of Ronsard’s epic,La Franciade, which represents an explicit deviation from theIliad; the metaleptic meeting of Vergil and Dido in the Underworld in Fontenelle’sLe dialogue des morts; and the provocative proposal for a completely different version of Dido’s life, which was made in an early 17th century Venetian operatic work by an author who claimed to be anti-Aristotelian. This study thus intends to provide an aspect of the story of fiction. The change of perspective on anachronism marks a retreat from moral argument, with privilege given to aesthetic criteria and relative independence with regard to history – while still moderated by the criterion of verisimilitude, as underlined by the abbé d’Aubignac, as well as Corneille.

A successful professional development program in history: What matters?

This study focuses on a successful Professional Development Program for improving students’ understanding of historical time, consisting of a training and the implementation of Timewise, a teaching approach in which timelines were used consistently. The PDP was carried out with 16 elementary school teachers in grades 2 (ages 7-8) and 5 (ages 10-11). Results indicate that the highest student learning gains were reached by teachers who successfully implemented the instructional behavior aimed at, while using educative curriculum materials. The clear structure of Timewise and the user-friendly materials, which included room for autonomy, supported teachers in their learning and teaching.

O desenvolvimento da compreensão do tempo e do tempo histórica nas crianças: um estudo de caso com alunos portugueses de primária (1.º CEB)

<p>La investigación en educación histórica<br />ha demostrado que la comprensión del<br />tiempo es crucial para la comprensión<br />histórica y el tiempo histórico. Sin embargo,<br />el enfoque sobre el desarrollo de la<br />comprensión histórica y temporal por los<br />niños ha sido en las últimas décadas un<br />área de investigación bastante controvertida.<br />Este artículo presenta, en una primera<br />parte, una revisión de literatura extensa y<br />actualizada, relacionada con la enseñanza<br />de la historia que tiende a evidenciar<br />la relevancia de la importancia de la comprensión<br />temporal y de conceptos de tiempo<br />para el desarrollo del pensamiento histórico<br />en los niños.En una segunda parte,</p><p>presenta los resultados de un estudio de<br />caso, longitudinal e interpretativo, sobre<br />la comprensión del tiempo histórico por<br />los niños de la enseñanza primaria. La investigación<br />involucró dos grupos (1.º año-<br />24 alumnos, con edad de 6-7 años y del<br />3º año-25 alumnos, con edad de 8-9 años)<br />de la enseñanza primaria, acompañadas<br />durante dos años lectivos, en una escuela<br />primaria urbana, en el norte de Portugal.<br />En tres momentos durante el estudio, al<br />inicio y al final de los años lectivos, los<br />alumnos realizaron una tarea de ordenación<br />de 6/7 imágenes relacionadas con<br />familias de varias épocas.Para la recogida<br />de datos se aplicó una entrevista semiestructurada<br />para identificar cambios en<br />las explicaciones dadas y en la comprensión<br />del tiempo histórico antes y después<br />de un año de intervención. Los resultados<br />evidencian un desarrollo de competencias<br />temporales, a nivel cronológico y una<br />complejidad del raciocinio temporal, así<br />como cambios en sus concepciones sobre<br />cambio.</p>

Improving Elementary School Students’ Understanding of Historical Time: Effects of Teaching With “Timewise”

The teaching of historical time is an important aspect in elementary school curricula. This study focuses on the effects of a curriculum intervention with “Timewise,” a teaching approach developed to improve students’ understanding of historical time using timelines as a basis with which students can develop their understanding of historical phenomena and periods. The study, in which 16 teachers from grade 2 (ages 7–8) and from grade 5 (ages 10–11) participated, represents the first curriculum intervention on the understanding of historical time in elementary schools in the Netherlands. The effects were measured in a quasi-experimental pre-/post-test design. Mixed model linear analyses showed that for both grade 2 and grade 5, students in the experimental condition (N = 396) scored significantly higher on the post-test than students in the control condition (N = 392), with a medium effect size. Implications for the teaching of historical time in elementary school and in teacher training are discussed.

Primary school pupils’ performances in understanding historical time

This study focuses on the development of the understanding of historical time of pupils in primary school. We present a developmental model with three stages: emergent, initial and continued understanding of historical time. Based on this model, we constructed an instrument to measure how pupils aged 6–12 perform. The participants were 1457 pupils from 7 Dutch primary schools. The analysis of the data showed that in all three stages pupils in higher grades significantly outperformed pupils in lower grades and that pupils’ performances were influenced by the variables gender and parents’ education. In all grades, there seemed to be room for improvement, especially in the lower grades (ages 6–9) where pupils have hardly had any teaching on the understanding of historical time. However, in the higher grades as well (ages 10–12), pupils could improve on the level of continued understanding of historical time.

The understanding of historical time in the primary history curriculum in England and the Netherlands

This study focuses on the comparison of the English and the Dutch primary history curriculum regarding the understanding of historical time. We compare different aspects of both curricula that can apply to other subjects as well, for example the question ‘what age would be appropriate to start a subject in primary school?’ Here, we emphasize that exposure to different learning processes is more important than pupils’ age and maturity. Drawing on analyses of curriculum documents, surveys (n = 128) and interviews (n = 25), we explored how the understanding of historical time is addressed in the intended and the implemented primary curricula for history. The analysis of the data indicates that teachers in both countries do not teach all objectives of the understanding of historical time. Although in England the history curriculum starts earlier, the episodic structure of the curriculum is not very helpful to support pupils’ understanding of historical time. In the Netherlands the framework of 10 eras is mostly taught chronologically; however, neither the sequence nor the dates of historical periods are explicitly taught. Apparently, the teaching and learning of historical time in both countries needs improvement and we conclude with some suggestions to accomplish this.

Constructivism and Jewish Early Childhood Education

Having an educational theory as a school's foundation is a key component in successful educational endeavors. However, many Jewish early childhood programs do not commonly use educational theory to support methods of instruction. In this study 14 children from a constructivist-based Jewish kindergarten class are interviewed to determine how they construct an understanding of historical time. The analysis of the interviews indicates that students use higher order thinking skills multiple times, especially when the topic of study is connected to their lives. These findings support that constructivist theory is well-suited as a theoretical foundation for Jewish early childhood programs.

The Experience of Time as Crisis: On Croce's and Benjamin's Concept of History

In the early decades of the twentieth century the experience of time as crisis became the catalyst for a fundamental reorientation in the relationship between historical materialism and idealism, leading to the rejection of simplistic mechanical concepts of historical time. This reorientation represents a turning point in the history of European ideas, clearly evident in the work of two major thinkers of this period, usually associated with opposing political ideologies: the Marxist theorist Walter Benjamin and the liberal philosopher Benedetto Croce. Based on a conceptual framework borrowed partly from Reinhart Koselleck, this article explains how the experience of acute crisis led both thinkers to develop a new understanding of historical time, which shows surprising parallels. Both authors used the reorientation in the relationship between idealism and materialism to criticize positivist approaches to the analysis of historical change and to reject deterministic accounts of the future.

The Althusserian moment and the concept of historical time

The period running from the late 1960s through to the 1980s is often seen as one in which theory assumed a particular importance in many areas of the humanities and social sciences. This paper focuses on the Althusserian component of this moment of theory in Britain, but it also reflects on the emergence of the form of historical understanding, and of the understanding of historical time in particular, in which such objects as ‘the moment of theory’, ‘the spirit of the age’ or ‘England in 1819’ can appear as objects of historical enquiry. The first section sketches some of the links between the Althusserian component of the British moment of theory and this broader issue, and I return to the latter in my final section. The intervening sections examine the Althusserian component more directly. After presenting Althusser's account of the concept of historical time I consider the ramifications of two features of his intervention in the realm of theory. One is that his distinction between Marxist science and the theoretical ideologies which threaten its existence cannot be sustained, and the other that, in spite of its manifest iconoclasm in certain respects, this intervention has a distinctly defensive character.

"Oh, That's a Tricky Piece!": Children, Mediated Action, and the Tools of Historical Time

This article reports findings from a study of elementary children's understanding of historical time. The research, conducted in Northern Ireland, involved interviews with 117 students (most in pairs), ages 6-12, in which they were asked to arrange historical pictures in chronological order and to explain their arrangements. Children were familiar with key aspects of historical time and were able to draw on a range of relevant background knowledge, but their understanding was not based on chronological historical narratives, nor did it depend on acquaintance with conventional dating systems. Instead, students relied on 2 effective cultural tools (use of factual information about material history, and their own experiences) and 2 ineffective ones (looking for examples of progress or development, and anchoring and adjustment). These findings suggest that educators should not wait for students to "develop" an understanding of historical time but should give children the chance to learn about life during a variety of historical periods.

“Back When God Was Around and Everything”: Elementary Children’s Understanding of Historical Time

In order to investigate elementary children’s understanding of historical time, we conducted open–ended interviews with 58 children from kindergarten through sixth grade. In order to overcome the limitations of previous research in this area, we asked children to place pictures from various periods of American history in order and to talk about their reasoning. We found that even the youngest children made some basic distinctions in historical time and that those became increasingly differentiated with age. Dates, however, had little meaning for children before third grade, and, although third and fourth graders understood the numerical basis of dates, only by fifth grade did students extensively connect particular dates with specific background knowledge. At all ages, children’s placement of most pictures revealed substantial agreement with one another and with the correct order; this agreement indicates a significant body of understanding of historical chronology. History instruction in the elementary grades, then, might productively focus on helping students refine and extend the knowledge they have gained about history; information which relies on dates, however, is unlikely to activate their temporal understanding.

"Back When God Was around and Everything": Elementary Children's Understanding of Historical Time

In order to investigate elementary children’s understanding of historical time, we conducted open–ended interviews with 58 children from kindergarten through sixth grade. In order to overcome the limitations of previous research in this area, we asked children to place pictures from various periods of American history in order and to talk about their reasoning. We found that even the youngest children made some basic distinctions in historical time and that those became increasingly differentiated with age. Dates, however, had little meaning for children before third grade, and, although third and fourth graders understood the numerical basis of dates, only by fifth grade did students extensively connect particular dates with specific background knowledge. At all ages, children’s placement of most pictures revealed substantial agreement with one another and with the correct order; this agreement indicates a significant body of understanding of historical chronology. History instruction in the elementary grades, then, might productively focus on helping students refine and extend the knowledge they have gained about history; information which relies on dates, however, is unlikely to activate their temporal understanding.