Multiperspectivity as a way to teach the rise of Nazism in an exceptional context
DOI:
https://doi.org/10.26754/ojs_clio/clio.2020465264Keywords:
historical thinking, multiperspectivity, historical empathy, rise of nazism, second order, metaconceptual changeAbstract
Is it posible for students used to a paradigm of memory-history to the develop their historical thinking by learning about the rise of Nazism? Is this still possible telematically during a global pandemic? These questions were addressed by adopting an instruccional design based on disciplinary principles of multiperspectivy. Despite their meek results, they pose evidence supporting that students, when freed from the constrictions of their context, present a major capacity to modify their historical understanding.
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