Historical Empathy and Perspective Taking in the Social Studiesby O. L., Jr. Davis Jr.
Pub. Date: 06/15/2001
Publisher: Rowman & Littlefield Publishers, Inc.
Making the historical past come alive for students is a goal of most social studies teachers. Many youth find the people and events and movements portrayed in their textbooks to be wooden, remote, and empty. For history to become alive to them, students seek personal meanings as they use knowledge of context and ponder details. Currently most school history… See more details below
Making the historical past come alive for students is a goal of most social studies teachers. Many youth find the people and events and movements portrayed in their textbooks to be wooden, remote, and empty. For history to become alive to them, students seek personal meanings as they use knowledge of context and ponder details. Currently most school history programs emphasize knowledge acquisition at the expense of these personal constructions of meaning. This new collection of essays provides practical assistance in the search for a more robust teaching of history and the social studies. Contributors to this volume offer insights from the discipline of history about the nature of empathy and the necessity of examining perspectives on the past. On the basis of recent classroom research, they suggest tested guides to more robust teaching. They also employ examples from classroom practice about how teachers can facilitate students' consideration of multiple and sometimes conflicting perspectives when seeking historical meanings. The contributors insist that with experienced history and social studies teachers, students can learn many historical details and, with the use of empathy, develop deepened and textured interpretations of the history that they study.
- Rowman & Littlefield Publishers, Inc.
- Publication date:
- Edition description:
- New Edition
- Product dimensions:
- 5.78(w) x 9.00(h) x 0.44(d)
Table of Contents
|1||In Pursuit of Historical Empathy||1|
|2||The Role of Empathy in the Development of Historical Understanding||13|
|3||Empathy, Perspective Taking, and Rational Understanding||21|
|4||From Empathic Regard to Self-Understanding: Im/Positionality, Empathy, and Historical Contextualization||51|
|5||Crossing the Empty Spaces: Perspective Taking in New Zealand Adolescents' Understanding of National History||69|
|6||Teaching and Learning Multiple Perspectives on the Use of the Atomic Bomb: Historical Empathy in the Secondary Classroom||97|
|7||Perspectives and Elementary Social Studies: Practice and Promise||115|
|8||The Holocaust and Historical Empathy: The Politics of Understanding||139|
|9||Historical Empathy in Theory and Practice: Some Final Thoughts||167|
|About the Contributors||191|
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