History and historian: yesterday and today

Curso oferecido no PPGHIS-UnB durante o segundo semestre de 2015 sobre a historicidade das obras literárias, do teatro, dos videogames e da música.

Abbagnano, Nicola-Visalberghi, A. - Historia de la Pedagogía , 1992

PREFACIO Son de todos conocidas las dificultades con que tropieza la enseñanza de la filosofía y de la pedagogía en las escuelas del magisterio. Casi todos los profesores prefieren el método histórico al sistemático, por considerar, fundadamente, que el primero es indispensable para la formación del sentido crítico. Sin embargo, no por ello se pierde de vista el hecho de que no es posible limitarse a una historia de la filosofía integrada con unas cuantas noticias adicionales acerca de las teorías e instituciones educativas. Por otra parte, sucede con frecuencia que un examen más amplio de los problemas pedagógicos impide estudiar con el debido detenimiento los problemas filosóficos. La finalidad del curso de historia cuyo primer volumen presentamos aquí —y al que seguirán inmediatamente el segundo y el tercero— es proporcionar a los profesores un ágil instrumento de trabajo que les ayude a superar esas dificultades. Con tal objeto, nos hemos preocupado especialmente de que: 1) el problema educativo, en toda su riqueza y complejidad, se planteara de forma que coincidiera con el planteamiento del problema histórico de la génesis del pensamiento occidental (sobre todo en la introducción y en los primeros tres capítulos), evitando el tener que dedicarle una exposición preliminar puramente teórica; 2) en la medida de lo posible, resultaran claras las relaciones entre el fondo cultural y social, las teorías filosóficas y pedagógicas, y la efectiva praxis educativa de los diversos periodos considerados, por tratarse de tres aspectos de la evolución histórica que se iluminan recíprocamente; 3) la exposición fuera relativamente completa y no pasara por alto ninguna de las figuras sobresalientes en la historia del pensamiento y la educación, inclusive en lo referente al periodo medieval, y que, al mismo tiempo, estuviera dividida en párrafos suficientemente independientes de modo que el profesor pudiera seleccionar en forma expedita y fácil lo que le interesara, dejando de lado las partes que no le parecieran esenciales. Agradecemos señaladamente a nuestros colegas las observaciones y las críticas que tengan a bien hacernos acerca de esta obra. N. A. — A.V . Turín, enero de 1957.

Didáctica de las Ciencias Experimentales y Sociales, 2013

International Journal of Trend in Scientific Research and Development (IJTSRD), 2020

Some puzzles in human life are universal and cut across generations. That is why some of the very issues that boggled the minds of many people several centuries ago continue to baffle many people today. Such problems often attract the attention of scholars and generate debates among them. The meaning of the term ‘history’ and the nature of history in general are certainly some of the sensitive problems that have remained highly debatable among historians and allied scholars. In fact, the debate on “what is history?” has continued without resolution for several centuries. The term ‘history’ has been defined or explained differently by different people at different times and under different circumstances. Though these definitions or explanations have been accepted and used, the lack of unanimity on the part of historians on a common definition places students and teachers of history in a difficult situation concerning what exactly history is. We believe that in the contemporary setting, any definition or explanation given to history must be situated in a framework that is comprehensive enough to make the nature and philosophy of the discipline clear. Using both primary and secondary documents, and employing the multi-disciplinary approach, this paper examines some of the important definitions or explanations that have been given to history with the view to constructing a definition or an explanation that is appropriate for history today. In its survey, the study finds that several definitions have been formulated for history over the centuries. It observes, however, that some of the definitions or explanations are inappropriate and unacceptable today in view of their inability to reveal the true nature of history and clarify the philosophy behind the study of the past. In its evaluation and conclusion, the paper appreciates that history has both art and science dimensions, and is also a practice with an avowed philosophy. Taking all these into consideration, the paper then defines or explains history in a context that is comprehensive enough to depict history as a discipline that is concerned not only with the past, but also, and more especially, with the present and the future for the development of society and the various sciences or disciplines. As a result, the study draws attention to the need to promote the serious study of history in schools.

Resumo Pretende-se, aqui, levantar algumas discussões sobre o fazer História do Tempo Presente, com o intuito de estimular o diálogo entre os acadêmicos acerca dos procedimentos dessa história, além de mostrar como ela, assim como qualquer história, é carregada de virtudes e problemas que devem ser levados em conta pelos historiadores. Palavras-chave: História do tempo presente; metodologia; historiografia. Abstract The aim is here to raise some discussion about doing History of the Present Time, with the objective of stimulating dialogue among academics about the procedures of this history, and show how it, like any history, is full of virtues and problems that must be taken into account by historians.

The workshop aims to analyze the state-of-the-art of the relation between the development of historical religious studies and the educational programs in Europe. With the Rome workshop we would like to focus on the relevance that education has in the construction of a common European cultural space. The workshop aspire to analyze the state-of-the-art of the relation between the development of historical religious studies and the education programs in Europe. The aim is to examine how far the new and innovative progress in understanding of religious history, which comes from the possibilities granted by ReIReS, could have an impact in reframing the education programs and enriching education as a process of knowledge transferred from academia to a larger audience.

Educação & Realidade, 2016

Resumo: O presente texto trata de uma crítica ao Programa Escola Ativa, identifica contradições a partir da experiência da Universidade Federal da Bahia e apresenta elementos superadores através da proposta de um curso de Especialização em Pedagogia Histórico-Crítica para professores de Classes Multisseriadas dentro do Programa Escola da Terra, que substitui o Programa Escola Ativa. Defendemos a formação dos professores das escolas do campo a partir de uma política contínua e desenvolvida sob a base teórica materialista, histórica e dialética, sintonizada com os interesses da classe trabalhadora.

Bhuban Kumar sabar, 2019

Historiography is the art and science of writing history. For a deep understanding of history and the past, it is imperative to discover many aspects such as process, method, ideology, and intention-of history-writing of a given period. Thus, a historical trajectory of various ways of history-writing enables us to understand the past and history as textual artefacts. By examining the various historiographies of different periods of history, we can delve deep to uncover the nexus between history as the reconstruction of the past and history as it really happened. Moreover, the knowledge of various historiographical traditions can reveal the works of historians of different ages in a new perspective by penetrating many buried meanings of history and the past as well. A survey, comparison and contrastive analysis of various historiographical traditions will enrich our critical understanding of history and the past.

Foro hispánico: revista hispánica de Flandes y …, 1999

Localización: Foro hispánico: revista hispánica de Flandes y Holanda, ISSN 0925-8620, Nº. 14, 1999 (Ejemplar dedicado a: Literaturas de España 1975-1998: convergencias y divergencias/coord. por Andreu van Hooft), págs. 81-119

Se convoca a la presentación de artículos para el aporte de re-lecturas y avances en investigaciones relacionadas con los sentidos y las emociones en perspectiva histórica. A lo largo de la historia, las sociedades han percibido y sentido sus realidades de diferentes formas y maneras, evidenciando la existencia de jerarquías sensoriales y emocionales que es necesario identificar y distinguir para profundizar nuestra comprensión de los tiempos pretéritos. Es por ello que nos interesa estudiar, en diversos ámbitos y épocas históricas, qué papel representaron las percepciones sensoriales y emocionales en las configuraciones sociales, políticas y culturales. El diálogo interdisciplinario entre Sentidos y Emociones es necesario dado que ambos campos de estudio mantienen su plena vigencia y actualidad, aunque no siempre han encontrado espacios propios para su encuentro.

umu.diva-portal.org

In this study the guidelines of the League of Nations, UNESCO and the Council of Europe are investigated in relation to Swedish national curricula, teachers' perceptions of and students ' work in history, from 1927 to 2002. Inspired by John I Goodlad's notions of curricula and implementation, the formulation of history is studied. The ideological curricula are analyzed via the international guidelines directed to Swedish history teaching. The formal curricula are examined in national guidelines and also how history is formulated in final examinations and inspectors' reports. The perceived curricula are studied in teachers' debates and interviews with experienced teachers. The experiential curricula are examined through looking at students' choices of topics in final exams, 1,680 titles of students' individual projects in history and an in-depth analysis of 145 individual projects written between 1969 and 2002.

History of Education Journal, 2014

The role of the humanities and of History n his fascinating work My unwritten books (2008), George Steiner addresses the issue of the Humanities, specifically education reform, secondary and higher education, and we realize that the only way to consistently and effectively defend this cause today is to reach far beyond the repetitive commonplaces, which often lead us to useless feelings of absence that bear no relation to the serious thinking about the fight against ignorance and mediocrity. The Compared Literature lecturer talks about the need to reintroduce stringent criteria that enable the establishment of an order of merit that distinguishes "the authentic excellence of forms of parasitism that today proliferate like mushrooms". For this purpose, it is important to realize that knowledge and understanding must adapt to the requirements of the modern world. Why do we refer to Steiner"s concern? Precisely to stress that the Humanities are inseparable from the natural world and the motions of spirit. We are faced with pedagogy of hope focused on the humanistic culture and on the search for the vital balance between the two cultures, to which Charles Snow referred. Etymologically, the word school derives from the Greek scholé, which means the place of idleness, the time needed to develop reflection and the ability to think. And so we find the homo cogens and the homo ludens, capable of discerning the spirit in mathematics, the humour in music, the game in architecture, and the beauty in molecular structures, capable of combining pleasure and demand, as only pleasure can strengthen

The technical system for teaching history has still not been sufficiently developed in our schools today. This involves a review of the content of history and social science education and an elucidation of its strategy. Upon studying the process of history instruction, a series of contradictions emerged, which led us to the choice of topic for our article. The subject of history assumes first and foremost the transfer of facts that have already been historically recorded, so we considered it necessary to focus on this process in particular. In order to reveal the objective significance of an event, it is often necessary to compare it to the times and another event that is relevant in terms of similarities in characteristics. The use of interdisciplinary connections during history lessons connects old and new historical facts and creates the conditions that allow new ones to be better understood, to comprehend the developing situation, encouraging the learners' creativity, critical and logical thinking.

This paper attempts to address, as how history and time to be understood? How problematic studying the past is? It is a dilemma between static and variations in understanding time, Dilemma in prioritizing between emotions and intellect in the construction of historical knowledge. It is a friction between anachronisms versus historicism. Historians may create histories back to front; the results of such views are presented here, for readability, as a monumental setting, costs of characters and even a denouement: the present. Which passage will lead to the construction of history as accurate as possible? Is it by imposing historian's notion on a particular event and historical developments, by himself sitting on the judge mental position? Or by allowing the period to speak itself by understanding the fact that each period as its own predominant practices and the events of that era will reflect the practice of the future generation?

The article problematizes the use of historical documents of family files as a tool for the development of the children's historical thought in the Primary Education. It lays on the research field of History Teaching denominated Historical Education, which analyzes the teaching and learning process based on History's epistemology. The relation between Primary Education and Historical Education finds reference in the theory of the historical conscience of JörnRüsen, and in the researches on historical teaching and learning for children developed by Hilary Cooper. The thoughts presented here are part of the research project " The historical thought of youths and children of schools located in the municipal district of Irati-PR " , developed in the Department of History of the State University of the