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Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2023). Att lära från, om och med historia: Historiemedvetande, moral och didaktik. Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Att lära från, om och med historia: Historiemedvetande, moral och didaktik
2023 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2023. p. 181
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-119925 (URN)978-91-511-0752-3 (ISBN)
Projects
HiME
Funder
Swedish Research Council, 2017-03509
Available from: 2023-03-22 Created: 2023-03-22 Last updated: 2023-05-02Bibliographically approved
Löfström, J., Ammert, N., Edling, S. & Sharp, H. (2023). Avanços na educação ética na aula de história: o prosseguimento das interseções da consciência moral e histórica. Currículo sem Fronteiras, 22, Article ID 1103.
Open this publication in new window or tab >>Avanços na educação ética na aula de história: o prosseguimento das interseções da consciência moral e histórica
2023 (Portuguese)In: Currículo sem Fronteiras, ISSN 1645-1384, Vol. 22, article id 1103Article in journal (Refereed) Published
Abstract [pt]

Usar a aula de história como um espaço para a moral e ética na educação é uma tradição de longa duração, mesmo que com contestações. Recentemente, tem havido uma maior ênfase em como incorporar a ética na educação, como é o caso deste artigo, que busca explorar os espaços da moral e ética na educação na sala de aula de história. Argumenta-se aqui que a compreensão da filosofia moral e das teorias da consciência histórica, assim como a relevante psicologia moral e do estudo das emoções morais, são necessários para perceber o potencial do ensino e aprendizagem da história dar suporte à ética na educação. Seguindo essa linha, são identificados neste artigo três espaços de ética aplicados à educação nas aulas de história, entre eles: o raciocínio sobre a qualidade moral da conduta dos atores históricos; o uso da empatia histórica (tomada de perspectiva); e reflexo do significado moral do passado para o presente e o futuro. Como exemplo de como implementar isso, é apresentado um conjunto de atividades de estímulo projetadas para a sala de aula, junto de uma análise qualitativa da resposta dos alunos, a qual explica expressões de raciocínio moral, tomada de perspectiva e consciência histórica dos alunos.

Place, publisher, year, edition, pages
Brasil: Curriculo sem Fronteiras, 2023
Keywords
democracia; ética; história; escola
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-118326 (URN)10.35786/1645-1384.v22.1103 (DOI)2-s2.0-85151464173 (Scopus ID)
Projects
History and Moral Encounters
Funder
Swedish Research Council, 2017-03509
Available from: 2023-01-14 Created: 2023-01-14 Last updated: 2023-08-16Bibliographically approved
Alvén, F. & Ammert, N. (2023). Dansk historieundervisning i relation till svensk: Kommentarer till Eskelund Knudsen & Haue, ´Historieundervisning i Danmark: epokale tendenser, kontinuitet og forandring i lærebøger og læremidler´. Nordidactica: Journal of Humanities and Social Science Education, 1, 28-34
Open this publication in new window or tab >>Dansk historieundervisning i relation till svensk: Kommentarer till Eskelund Knudsen & Haue, ´Historieundervisning i Danmark: epokale tendenser, kontinuitet og forandring i lærebøger og læremidler´
2023 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, ISSN 2000-9879, Vol. 1, p. 28-34Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2023
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-118266 (URN)
Available from: 2023-01-12 Created: 2023-01-12 Last updated: 2023-03-10Bibliographically approved
Ammert, N. & Löfström, J. (2023). History and moral encounters - an international research project, its results and implications for heritage educattion. In: : . Paper presented at ISHD International Society for History Didactics.
Open this publication in new window or tab >>History and moral encounters - an international research project, its results and implications for heritage educattion
2023 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The project, History and Moral Encounters: exploring theoretical and empirical intersections of historical and moral consciousness from a History didaktik perspective, funded by the Swedish Research Council 2017-2022, was aimed to increase understanding of intersections of historical consciousness and moral consciousness in order to develop new theoretical tools for History teaching and learning that can support education for democratic citizenship. A starting point was that historical consciousness and moral consciousness are intertwined in interpreting and making meaningful the connections between the past, the present, and the future. Prior studies have indicated this is the case, and in the project a set of theoretical and empirical studies were done in Sweden, Finland and Australia, to further theorise and probe the connections empirically. History as a school subject is expected and often also stipulated to address moral questions and values and promote education for democratic citizenship, but the conceptual basis for this has been under-developed. The paper presents some of the key findings of the project and takes the opportunity to discuss further their connection with, and implications for heritage education where moral values and the processing of links between the different layers of time, from the past to the future, are central but often under-theorised questions. 

Keywords
Historical consciousness, moral consciousness, intersections, history teaching, heritage education
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-123896 (URN)
Conference
ISHD International Society for History Didactics
Funder
Swedish Research Council, 2017-03509
Available from: 2023-08-25 Created: 2023-08-25 Last updated: 2023-08-29Bibliographically approved
Ammert, N. & Löfström, J. (2023). Moral Consciousness. Bloomsbury History: Theory and Method
Open this publication in new window or tab >>Moral Consciousness
2023 (English)In: Bloomsbury History: Theory and MethodArticle in journal (Refereed) Published
Abstract [en]

Moral consciousness can be defined as an ability to perceive that a social situation involves a moral dimension. It is the awareness that the consequence of one’s actions for the concerned parties is a morally pertinent issue, and an ability to think of potential consequences. As will be discussed below, moral consciousness has been given different meanings in different fields of scientific inquiry, and there is no widely established view of the content of the concept.

The term “moral consciousness” has come up also in papers discussing historical consciousness though it usually has not been defined or elaborated in depth in that context. That there are connections, or “intersections” (Ammert et al. 2022), between how people relate to history and morality is evident. This happens, for example, in the encounter with history where reading a historical narrative sets in motion a moral evaluation of the historical event and the people involved in it. In fact, it is difficult to imagine a historical narrative that does not invite, at some level, the reader to a moral response.

Exploring similarities and differences between the moral values and norms of the past and the present stimulates historical consciousness because it invites to reflect on the historical continuities and discontinuities and their implications for the future (Ammert 2015). Such reflections might easily express a presentist view that the current prevailing moral values are transhistorically valid, or relativism where every historical period is thought to have its own perception of morality that cannot be related to each other without it being anachronistic. Neither of these two positions is sensitive to the complexity of continuity and discontinuity between the past, present, and future, as in more elaborate historical consciousness. They are also not sensitive to the question as to what extent moral responses are culturally constructed or embedded in the psychology of the human species.

Place, publisher, year, edition, pages
London: Bloomsbury Publishing, 2023
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-120799 (URN)10.5040/9781350892880.189 (DOI)
Available from: 2023-05-19 Created: 2023-05-19 Last updated: 2023-06-27Bibliographically approved
Ammert, N., Alvén, F., Edling, S., Ting Mu Hung, H., Öztürk, F. & Öztürk, T. (2023). Outlining a comparative study of expressions of Democracy in history education in ten countries. In: Presented at HEIRNET 2023 History  Education International Research Network, Stockholm: . Paper presented at HEIRNET 2023 History Education International Research Network, 31 augusti - 2 september, 2023, Stockholm.
Open this publication in new window or tab >>Outlining a comparative study of expressions of Democracy in history education in ten countries
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2023 (English)In: Presented at HEIRNET 2023 History  Education International Research Network, Stockholm, 2023Conference paper, Oral presentation only (Other academic)
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-124021 (URN)
Conference
HEIRNET 2023 History Education International Research Network, 31 augusti - 2 september, 2023, Stockholm
Projects
INoHiDe (International Network of Historical and Democratic Consciousness
Funder
Swedish Research Council
Available from: 2023-09-01 Created: 2023-09-01 Last updated: 2023-09-12Bibliographically approved
Ammert, N. (2023). Planerna på svensk invasion av Bornholm 1945. Elva-Posten : Kungl Kronobergs Regementes Kamratförenings Tidning (3-4), 19-21
Open this publication in new window or tab >>Planerna på svensk invasion av Bornholm 1945
2023 (Swedish)In: Elva-Posten : Kungl Kronobergs Regementes Kamratförenings Tidning, no 3-4, p. 19-21Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Växjö: Kungl Kronobergs Regementes Kamratförening, 2023
National Category
History
Identifiers
urn:nbn:se:lnu:diva-126121 (URN)
Available from: 2023-12-21 Created: 2023-12-21 Last updated: 2024-01-17Bibliographically approved
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2022). Historical and Moral Consciousness in Education: Learning Ethics for Democratic Citizenship Education. London: Routledge
Open this publication in new window or tab >>Historical and Moral Consciousness in Education: Learning Ethics for Democratic Citizenship Education
2022 (English)Book (Refereed)
Abstract [en]

Historical and Moral Consciousness highlights how ethics can be understood in the context of History education. It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights education.

Drawing on a four-year international project, the book offers nuanced discussion and new scholarly understanding of the intersections between historical consciousness and moral consciousness within research. It develops new theoretical tools for history teaching and learning that can support teachers as they endeavor to educate for democratic citizenship. The book includes a meta-analysis of research within history Didaktik and around historical events with a moral bearing, and presents a comparative study of Australian, Finnish, and Swedish high school students’ moral understandings of historical dilemmas.

Raising important questions about how our learning from the past is intertwined with our present and future interpretations and judgements, this book will be of great interest to academics, scholars, teachers, and post graduate students in the fields of history education, democratic education, human rights education, and citizenship education.

Place, publisher, year, edition, pages
London: Routledge, 2022. p. 214
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-111662 (URN)10.4324/9781003108139 (DOI)2-s2.0-85135831071 (Scopus ID)9780367621438 (ISBN)9781003108139 (ISBN)978-0-367-62144-5 (ISBN)
Projects
History and moral encounters
Funder
Swedish Research Council, 2017-03509
Available from: 2022-04-29 Created: 2022-04-29 Last updated: 2022-11-16Bibliographically approved
Ammert, N. & Edling, S. (2022). History and Moral Encounters: results and experiences of an international research project. In: : . Paper presented at HEIRNET 2022 (History Education International Research Network). Amsterdam
Open this publication in new window or tab >>History and Moral Encounters: results and experiences of an international research project
2022 (English)Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Amsterdam: , 2022
National Category
History
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-116071 (URN)
Conference
HEIRNET 2022 (History Education International Research Network)
Projects
History and Moral Encounters
Available from: 2022-09-01 Created: 2022-09-01 Last updated: 2023-10-24Bibliographically approved
Ammert, N. (2022). Hur elever förstår och använder begreppen förändring och kontinuitet. Radar: Historiedidaktisk tidskrft, 1-12
Open this publication in new window or tab >>Hur elever förstår och använder begreppen förändring och kontinuitet
2022 (Swedish)In: Radar: Historiedidaktisk tidskrft, E-ISSN 2446-4309, p. 1-12Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Ämnesspråk och historiska begrepp betonas i både historiedidaktisk forskning och i styrdokument/läroplaner för historieämnet i flera länder. Frågorna om eleverna kan använda begreppen, hur de använder dem och om de förstår begreppen behöver svar. Artikeln handlar om dessa frågor och de illustreras av autentiska elevsvar. Avslutningsvis diskuteras tankar om hur lärare och elever kan utveckla förmågan att använda historiska begrepp.

Abstract [da]

Denne artikel sætter fokus på fagsprog og historiske begreber, der vægtes i såvel historiedidaktisk forskning som i styrende dokumenter/læreplaner for historiefaget i flere lande. Spørgsmålene om, hvorvidt eleverne kan bruge begreberne, hvordan de bruger dem, og om de forstår begreberne, stiller Niklas Ammert skarpt på i artiklen: Hur elever förstår och använder begreppen förändring och kontinuitet.

Artiklen tager udgangspunkt i konkrete elevsvar på ovenstående spørgsmål for at give et nuanceret billede herpå. Til sidst drøftes tanker om, hvordan lærere og elever kan udvikle evnen til at bruge historiske begreber.

Place, publisher, year, edition, pages
Jelling: Historielab, 2022
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
urn:nbn:se:lnu:diva-110316 (URN)
Available from: 2022-02-11 Created: 2022-02-11 Last updated: 2023-03-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8096-7291

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