The value of history. Study of curricular alternatives at secondary school (1): An integrated vision of the transformations (change/continuity) that lead to and shape the present (historical consciousness)
DOI:
https://doi.org/10.26754/ojs_clio/clio.2018448681Keywords:
curriculum, curricular design, history teaching, historical thinking, historical consciousness, change & continuityAbstract
Giving value to the study of history constitutes the fundamental problem of curricular design. Based on this premise, a series of articles are proposed in which alternative curricular hypothesis for the subjects of history in secondary and baccalaureate are presented, compared to the traditional encyclopedic approach. Each alternative is focused on a particular value, a valuable achievement that configures and gives meaning to a certain curricular orientation. In this first installment, a curriculum oriented to the development of historical consciousness is proposed, through the study of the great processes of transformation (technical, economic, social, political, cultural, geopolitical ...) over time. The student learns in this curriculum to see the historicity of the present, as a fleeting snapshot of a world in constant transformation, to assess its characteristics as the result of those transformation processes, and to analyze the complexity of the processes of change and continuity that are shaping the reality of each historical moment, including its present.
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