Abstract
The main aim of the study is to explain how pupils´ consciousness of history in comprehensive school is formed and created by teaching. A second aim is to emphasize and to problematise the prerequisites for developing the consciousness of history through teaching. The empirical data consists of three parts: 1. Pupil's associations to the concepts of "time", "past" and "future". 2. Essays (national test and evaluation given to fifteen-year olds) concerning the past, present and future. 3. Semi-structured interviews: a) concerning history as a school subject (related to pupils and teachers); b) testing the pupils' abilities of placing historical events and persons along a time-line (studied in each class); c) pupils' reflections on the conditions of human life within a time perspective.
By using qualitatively different methods such as associations, essays and interviews my aim is to illustrate "time" as an essential content of knowledge. Using the terminology of Gadamer (1960) I hope to bring about a "coalescence of horizons". By studying different age groups and heterogeneous school contexts the "coalescence of horizons" becomes valid within as well as between the different studies, when related to each other. My horizon of understanding concerning ways in which pupils in comprehensive school understand "time" meets and is challenged by the pupils' own horizons of understanding. Findings from associations, interviews and the results of the national test and evaluation (essays) given to fifteen-year-olds show that the teaching of history for these pupils and teachers means teaching related to the past, disregarding other time dimensions. This past is synonymous with chronology and consists of objects, isolated events and persons with no links to either the present or the future. The concept of "time" as such (in all seven classes and four schools) is mentioned but seldom subjected to any discussion or deeper analysis depending on in which context it is used.
By using qualitatively different methods such as associations, essays and interviews my aim is to illustrate "time" as an essential content of knowledge. Using the terminology of Gadamer (1960) I hope to bring about a "coalescence of horizons". By studying different age groups and heterogeneous school contexts the "coalescence of horizons" becomes valid within as well as between the different studies, when related to each other. My horizon of understanding concerning ways in which pupils in comprehensive school understand "time" meets and is challenged by the pupils' own horizons of understanding. Findings from associations, interviews and the results of the national test and evaluation (essays) given to fifteen-year-olds show that the teaching of history for these pupils and teachers means teaching related to the past, disregarding other time dimensions. This past is synonymous with chronology and consists of objects, isolated events and persons with no links to either the present or the future. The concept of "time" as such (in all seven classes and four schools) is mentioned but seldom subjected to any discussion or deeper analysis depending on in which context it is used.
| Translated title of the contribution | Consciousness of history. Pupils´understanding of time in a school context. |
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| Original language | Swedish |
| Qualification | Doctor |
| Awarding Institution |
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| Supervisors/Advisors |
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| Award date | 2001 Feb 9 |
| Publisher | |
| ISBN (Print) | 91-88810-18-6 |
| Publication status | Published - 2001 |
Bibliographical note
Defence detailsDate: 2001-02-09
Time: 10:15
Place: N/A
External reviewer(s)
Name: Halldén, Ola
Title: Professor
Affiliation: [unknown]
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Subject classification (UKÄ)
- Educational Sciences
Free keywords
- didaktik
- Pedagogik
- Pedagogy and didactics
- contextual
- Consciousness of history
- heterogeneous school contexts
- history
- history instruction
- socio-cultural
- understanding of time
- time
- Psychology
- Psykologi