This volume proposes a theory of history education in formal classroom settings. Specifically, it aims to outline how the particular setting of the classroom interacts with domain-specific processes of historical thinking. The theory rests on the notion that formal school education is a communicative and social system, while historical thinking occurs in the psychological system of a person's historical consciousness. In the complex interaction of these systems, historical thinking, emotions, communication, media and language are of particular importance. Drawing upon educational theory as well as the theory of history, this theory of the history classroom provides a framework as well as a solid foundation for future empirical research, both for developing research questions as well as for interpreting findings.
Autorentext
Dr Manuel Köster is a senior lecturer at the Department of the Didactics of History at the University of Münster. Dr Holger Thünemann is professor of History Education and Historical Culture at the Department of the Didactics of History at the University of Münster Dr Meik Zülsdorf-Kersting is professor of History Didactics at the University of Hanover.
Inhalt
Manuel Köster, Holger Thünemann and Meik Zülsdorf-Kersting Foreword to the English edition Manuel Köster, Holger Thünemann 1. Introduction to the German edition Meik Zülsdorf-Kersting 2. The history classroom as a social system 2.1 Introduction 2.2 Theory of classroom education remarks from a theory of science perspective 2.3 Classroom education as a social system 2.4 History didactics and theories of history in the classroom an overview 2.5 Between contingency and contingency constraints a systems theory view of history in the classroom Holger Thünemann and Johannes Jansen 3. Learning to think historically 3.1 Introduction 3.2 Traditions in history didactics and models of historical thinking 3.3 The HISTOGRAPH model of historical thinking towards synthesis Sebastian Brack and Colin Flaving 4. Emotions in the history classroom 4.1 Introduction 4.2 Emotions in history didactics 4.3 Theory of emotions 4.4 Emotions and historical learning 4.4.1 Emotions and learning 4.4.2 Emotions and historical thinking 4.5 Emotions in the social system of the history classroom 4.6 The history classroom and theory of emotions Christoph Wilfert and Simone Lankes 5. Communication 5.1 Introduction 5.2 Historical thinking and communication 5.3 Learning reflexive historical thinking by communicating 5.4 The classroom as a communicative space 5.5 Negotiating history in classroom communication Jennifer Lahmer-Gebauer 6. Media in the history classroom 6.1 Introduction 6.2 Sources and accounts as distribution media in the social system of the history classroom 6.3 A systems theory perspective on media in the history classroom 6.4 Conclusion Manuel Köster and Christian Spieß 7. Language 7.1 Language in the social system of the history classroom 7.2 Dimension 1: registers 7.3 Dimension 2: languages of the history classroom 7.4 Conclusion Manuel Köster and Meik Zülsdorf-Kersting 8. Conclusion: Potentials for a contingency-conscious theory of history in the classroom References Table of figures List of contributors Register