ORCID Profile
0000-0003-0995-3265
Current Organisations
University of Turku
,
University of Helsinki
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Publisher: UCL Press
Date: 20-10-2020
Abstract: History education comprises moral issues and moral aspects, often perceived as an important and meaning-making foundation that makes learning relevant and interesting. The interrelationship between time layers fuels historical interpretations and facilitates perceptions of moral issues. This article focuses on a study investigating how secondary school students express inter-temporal relationships in encounters with a morally challenging historical event, which for the participants would have been a moral dilemma. Using historical consciousness as the theoretical framework, a matrix linking two prominent theoretical models – Jörn Rüsen’s (2004) types of narratives and Ann Chinnery’s (2013) strands of historical consciousness – was developed to analyse and categorize secondary school students’ expressions of temporal orientation. To carry out the research, 15-year-old Finnish and Swedish students read an excerpt from Christopher Browning’s (2017) book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (originally published in 1992). The students answered and discussed open-ended questions regarding the relevance of the text to their lives and others’ lives, and the applicability of this historical situation to Europe now and in the future. Using this empirical material, the analysis provides a tentative overarching depiction of students’ expressions of temporal orientation, and reports on findings of how temporal orientations relate to moral reflection.
Publisher: Springer Science and Business Media LLC
Date: 29-03-2021
DOI: 10.1007/S40889-020-00116-W
Abstract: Using the history classroom as a context for ethics and moral education is a long, but also contested, tradition. Recently, more emphasis has been put on how to incorporate ethics education, with this paper exploring the spaces of ethics and moral education in the history classroom. It is argued here that insights from moral philosophy and theories of historical consciousness, but – importantly – also moral psychology and the study of moral emotions, are needed to realise the potential of history teaching and learning to support ethics education. Following this line, three spaces of ethics education in the history classroom are identified in this paper, including: reasoning about the moral quality of historical actors’ conduct the use of historical empathy (perspective-taking) and reflection of the past’s moral meaning to the present and the future. As an ex le of how to implement this, a set of stimulus activities is presented that is designed for the classroom and a qualitative analysis of students’ responses that explicate expressions of students’ moral reasoning, perspective-taking, and historical consciousness.
Publisher: HERMES History Education Research Network
Date: 08-08-2022
DOI: 10.52289/HEJ9.201
Abstract: We are at a time in world political history that seems to be on a precipice. Over the past decade, it is difficult to ignore the global growth in popularity for autocratic governments, also in some countries which for decades were either strong democracies or moving towards stable democratic governance. The current Russian attack on Ukraine brings into stark focus the political instability many citizens are facing—historical problems are causing, or used as a pretext for, current conflicts. History educators across many sectors—primary, secondary, university, and in public spaces such as museums and galleries – are curious about how these and other current events and issues can and should be approached. The events raise anew the questions of whether and how we can learn from the past, what we value as good and bad in the past, and how these insights might affect our present and future judgements. In relation to this it becomes vital to ponder how educators and members of the public can communicate the situation in Ukraine and similar events to others, while avoiding the bias that presentism can bring.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Jan Löfström.