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Geschichtsunterricht vor der Frage nach dem Sinn: Geschichts(unter)bewusstsein und die Optionen eines sinnzentrierten Unterrichts
Heinrich Ammerer
2022
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The study investigates the historical-psychological anchor points of historical meaning generation as well as the universal unconscious motives by which people shape historical narratives. A distinction is made between epistemic (describing facts) and phronetic (describing courses of action) meaning, from which two different modes of viewing history can be derived, and for the latter the use of Jungian archetypes is suggested. From the theoretical explanations, pragmatic considerations for a more meaning-centered teaching of history are derived.
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Keywords
- ÖFOS 2012 -- SOCIAL SCIENCES (5) -- Educational Sciences (503) -- Educational Sciences (5030) -- Political education (503033)
- ÖFOS 2012 -- SOCIAL SCIENCES (5) -- Educational Sciences (503) -- Educational Sciences (5030) -- Subject didactics of humanities (503011)
- ÖFOS 2012 -- SOCIAL SCIENCES (5) -- Psychology (501) -- Psychology (5010) -- Depth psychology (501023)
- ÖFOS 2012 -- SOZIALWISSENSCHAFTEN (5) -- Erziehungswissenschaften (503) -- Erziehungswissenschaften (5030) -- Fachdidaktik Geisteswissenschaften (503011)
- ÖFOS 2012 -- SOZIALWISSENSCHAFTEN (5) -- Erziehungswissenschaften (503) -- Erziehungswissenschaften (5030) -- Politische Bildung (503033)
- ÖFOS 2012 -- SOZIALWISSENSCHAFTEN (5) -- Psychologie (501) -- Psychologie (5010) -- Tiefenpsychologie (501023)
Links
DOI: 10.46499/1554Editions