The value of history. Study of curricular alternatives at secondary school (2): learning about otherness and human nature through historical perspective taking
DOI:
https://doi.org/10.26754/ojs_clio/clio.2019458655Keywords:
historical empathy, historical perspective taking, historical thinking, curricular studies, Secondary School HistoryAbstract
Based on a review of the academic debate on historical empathy or historical perspective taking, a proposal for a secondary school history curriculum is offered that focuses on this dimension of historical thinking. This second article in the series “The value of history” explores how a curriculum could be in which students are challenged to explain why human beings acted as they did in certain circumstances and in which they explore what they believed, thought or felt in order to do what they did. Some of the fundamental keys that should be taken into account in the design are analyzed and the value of giving this curricular orientation to the subject is argued, based on the importance of developing a sense of otherness and of expanding their understanding of what it means to be human.
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