Story education: Assessing history education in light of narrative therapy

This paper discusses the obstructive dimension of specific declarative knowledge on historical thinking. Through considering the anthropological and social-psychological functions of stories, the author identifies potential difficulties individuals may face when trying to decipher, understa...

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Autor principal:	Lucas-Frederik Garske
Formato:	article
Lenguaje:	EN
Publicado:	University of Newcastle 2021
Materias:	History (General) D1-2009
Acceso en línea:	https://doaj.org/article/49813fda0e23470d8df5926c5684cd1e
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spelling	oai:doaj.org-article:49813fda0e23470d8df5926c5684cd1e2021-11-05T04:21:29ZStory education: Assessing history education in light of narrative therapy2203-754310.52289/hej8.105https://doaj.org/article/49813fda0e23470d8df5926c5684cd1e2021-11-01T00:00:00Zhttps://www.hej-hermes.net/8-105https://doaj.org/toc/2203-7543 This paper discusses the obstructive dimension of specific declarative knowledge on historical thinking. Through considering the anthropological and social-psychological functions of stories, the author identifies potential difficulties individuals may face when trying to decipher, understand, and evaluate particular stories, as intended by historical thinking. By comparing the incapacity to cope with complex historic narratives with the effects of trauma, the paper discusses how approaches in narrative psychotherapy may add interesting insights to the domain of history education. The paper concludes that selection of declarative knowledge needs to be critically reviewed from a pathological perspective if historical thinking is set to be one of the main functions of history education.Lucas-Frederik GarskeUniversity of NewcastlearticleHistory (General)D1-2009ENHistorical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education, Vol 8, Iss 1, Pp 70-82 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History (General) D1-2009
spellingShingle	History (General) D1-2009 Lucas-Frederik Garske Story education: Assessing history education in light of narrative therapy
description	This paper discusses the obstructive dimension of specific declarative knowledge on historical thinking. Through considering the anthropological and social-psychological functions of stories, the author identifies potential difficulties individuals may face when trying to decipher, understand, and evaluate particular stories, as intended by historical thinking. By comparing the incapacity to cope with complex historic narratives with the effects of trauma, the paper discusses how approaches in narrative psychotherapy may add interesting insights to the domain of history education. The paper concludes that selection of declarative knowledge needs to be critically reviewed from a pathological perspective if historical thinking is set to be one of the main functions of history education.
format	article
author	Lucas-Frederik Garske
author_facet	Lucas-Frederik Garske
author_sort	Lucas-Frederik Garske
title	Story education: Assessing history education in light of narrative therapy
title_short	Story education: Assessing history education in light of narrative therapy
title_full	Story education: Assessing history education in light of narrative therapy
title_fullStr	Story education: Assessing history education in light of narrative therapy
title_full_unstemmed	Story education: Assessing history education in light of narrative therapy
title_sort	story education: assessing history education in light of narrative therapy
publisher	University of Newcastle
publishDate	2021
url	https://doaj.org/article/49813fda0e23470d8df5926c5684cd1e
work_keys_str_mv	AT lucasfrederikgarske storyeducationassessinghistoryeducationinlightofnarrativetherapy
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Story education: Assessing history education in light of narrative therapy

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