Between school and ethical-political everyday action: a comprehensive framework of the development of historical thinking

Historical thinking is a construct approached by different disciplines with a recent proliferation in research interest compared to thinking in other domains. Leading exponents do not agree on its definition and include the two main traditions: Anglo-American and German, and various groups or resear...

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Bibliographic Details
Published in:Journal of curriculum studies 2022-07, Vol.54 (4), p.445-465
Main Authors: Albornoz Muñoz, Natalia, Sebastián Balmaceda, Christian
Format: Article
Language:English
Subjects:
Critical Thinking
cultural-historical psychology
Educational Change
Educational Philosophy
Epistemology
Ethics
Foreign Countries
High School Students
Historical thinking
History
History education
History Instruction
Learning Theories
Pedagogy
Psychology
Scientific Concepts
Sociocultural Patterns
teaching history
Teaching Methods
Thinking Skills
Western Civilization
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Summary:Historical thinking is a construct approached by different disciplines with a recent proliferation in research interest compared to thinking in other domains. Leading exponents do not agree on its definition and include the two main traditions: Anglo-American and German, and various groups or research centres throughout the Western world. Something problematic happens with the models of progression or development of historical thinking that lack an agreed upon psychological theory as their foundation. We argue that theoretical differences are produced by the split between the psychological, considered individually, and the social, considered external to individual thought. In this article we propose that researchers of the development of historical thinking can benefit from a re-reading of Vygotskian theory, with a focus on everyday concepts, scientific concepts and zones of proximal development. In this paper, we carry out a conceptual systemization of historical thinking based on this literature. We distinguish several dimensions that we group into three 'macro-dimensions' according to their psychological dynamics of development, which is dialectically related with history education and the socio-historical conditions surrounding it. These macro-dimensions explain the developmental rhythms of historical thinking and include the disciplinary knowledge macro-dimension, the epistemological macro-dimension, and the ethical-political macro-dimension.
ISSN:0022-0272
1366-5839
DOI:10.1080/00220272.2021.2018502