By Niklas Ammert
What have you learnt in case you comprehend anything approximately background? what's very important to grasp and the way do you examine? youngsters come across heritage all over: in school, within the kinfolk, in media and society. yet how do kids understand historical past and in what methods do facets of that means and moral values impact the encounters with historical past? This examine discusses how Swedish kids and lecturers come across, speak and outline wisdom approximately heritage, analysing the method from curricula and historical past textbooks to the area of the students.
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Extra info for History as Knowledge: Ethical Values and Meaning in Encounters with History
In 1994 a new curriculum was implemented in which a radically different view of knowledge becomes apparent. The proposition, School for Education, is based on the fact that school in both form and content had gone from being governed by rules to being governed by objectives, which required greater clarity in the descriptions of goals. Regarding knowledge and skills, one goes 20 Lgr 69, p. 184. 21 Läroplan för grundskolan Lgr 69: Supplement Orienteringsämnen Högstadiet, Stockholm: Skolöverstyrelsen 1969, p.
I watch films a lot. I have been to museums a few times. 12 For this respondent, encountering history in these ways also allows her to learn. Nevertheless, she indicated that history is mostly learned in school. The question is whether this is a sign that she sees school knowledge about history as different from the historical knowledge she encounters outside of school. There are also pupils, or more correctly one pupil out of 63, who reported having no relationship to or interest in history, saying: “I’m not a big fan of history” (Pupil II:1:10).
Adding films at movie theatres, on DVDs and other content from the Internet, the amount of historical resources widens even further. There is also a growing number of computer and video games with historical narrative frameworks, such as Call of Duty and Assassin’s Creed. The school’s role as a mediator of history is thus challenged by the ubiquity of sources available to students for engaging with history, but this is nothing new. The main point in this chapter is to present information on how pupils most often encounter history, how they say they learn history and how they encounter the subject of History in school using self-reports from students themselves.
History as Knowledge: Ethical Values and Meaning in Encounters with History by Niklas Ammert