History Education Research Papers - Academia.edu (original) (raw)

2025, International Journal of Education and Literacy Studies

The aim of this study is to determine how cinema movies contribute to students’ learning of human rights and democracy in the 2017-2018 Academic Year Fall Semester. The research was modelled according to the pattern of action research from qualitative research methods. Research was conducted for 13 weeks in a public university in Turkey. In the Human Rights and Democracy course, 13 movies about human rights were watched, interpreted and evaluated. Structured interview form was applied to 13 students. Data was analyzed by content analysis. The findings revealed that in general movies can be useful in teaching human rights and democracy issues. In this way, it has been found that both cognitive and affective subjects can be learned permanently. It has been concluded that movies can be used effectively in value teaching and movies based on real events should be used.

2025

Early childhood social studies students deserve to learn in a powerful, in-depth fashion about their interests with teachers who facilitate cognitive and affective growth. Humanistic teachers offer democratic learning experiences characterized by exploration and inquiry within a challenging and caring environment. Growth toward acceptance of all types of diversity and every classmate is featured. Through discussion about social studies topics, learners proceed to graphically represent what they learn. This powerful social studies learning is found in Reggio Emilia, Italy. The tenets, strategies, and approaches are easily transferable and modified to create powerful and exemplar early childhood social studies learning for social rights and social justice. Early childhood is the perfect place to set social justice learning in motion.

2025, Handbuch der Historik (eds. Jörn Rüsen, Michele Barricelli, Nicola Brauch, Estevão Chaves de Rezende Martins, and Friedrich Jaeger)

Objektivität ist ein bedeutungsvoller moderner Wert, der für die wissenschaftliche Praxis und für Erkenntnistheorien besonders relevant ist. Sie wird in der Regel mit Objektivierung, Mathematisierung, Vorrang von Tatsachen gegenüber Interpretationen und/oder dem Ideal eines ohne subjektive Beeinflussungen erlangten Wissens in Verbindung gebracht. Objektivitätskritiker gehen gegen diese Assoziationen vor, indem sie beispielsweise auf die an allen Erkenntnisformen beteiligte Subjektivität oder Perspektivität aufmerksam machen; oder wenn sie betonen, dass empiristische Versuche, theoretischen oder interpretativen Rahmen auszuweichen, zum Scheitern verurteilt sind. Die Konstellation von auf Objektivität beziehbaren Bedeutungen und Praktiken umfasst jedoch weit mehr als die üblichen Identifikationen mit Mathematisierung, Faktenfetischismus oder Aufhebung der Subjektivität. Dies soll im Folgenden veranschaulicht werden. In den Natur-und Sozialwissenschaften, in der Geschichtsschreibung, im Journalismus sowie in Bereichen wie Politik, Recht, ästhetischer Erfahrung und sittlichem Leben koexistieren unterschiedliche Vorstellungen von Objektivität-mal friedlich nebeneinander, mal nicht. Die Begriffsgeschichte gelangt zu keinem völlig kohärenten Bild, und dies erschwert jeglichen Versuch einer einzigen und einfachen Begriffsbestimmung. Objektivität kann ohnehin entweder eine mehr metaphysische oder eine mehr erkenntnistheoretische Prägung erhalten. Sie kann die Verfahren kennzeichnen, mittels derer eine Untersuchung angemessen vorgenommen oder eine Entscheidung begründbar getroffen wird. Sie kann aber auch auf Einstellungen oder Tugenden der Personen hinweisen, die solche Verfahren durchführen. Das Adjektiv "objektiv" kann darüber hinaus mit moralischen und ästhetischen Urteilen in Verbindung gebracht werden, die Universalität beanspruchen. Mit Blick auf diese semantische Situation bemerkte Lorraine Daston, dass unser Gebrauch von Objektivität "hoffnungslos, aber aufschlussreich verwirrt" ist. Diese Diagnose gilt umso mehr für die historische Objektivität, also für die spezifischen Verwendungen des Begriffs im Rahmen von Diskussionen über Geschichtsforschung und Geschichtsschreibung.

2025, MUHAMAD FAQIH ASSYA'RONI

Identitas nasional merupakan landasan fundamental bagi eksistensi dan keberlanjutan suatu bangsa, khususnya dalam konteks Indonesia yang sangat majemuk secara etnis, budaya, dan agama. Identitas ini tidak hanya berbentuk simbol-simbol formal negara, tetapi juga mencerminkan nilai-nilai yang disepakati bersama sebagai panduan hidup berbangsa dan bernegara. Penelitian ini bertujuan untuk mengkaji secara komprehensif bagaimana identitas nasional dipahami, dibentuk, dan dipertahankan dalam menghadapi berbagai tantangan kontemporer seperti globalisasi, politik identitas, dan ketimpangan sosial. Melalui pendekatan kualitatif deskriptif dan studi pustaka dari berbagai sumber ilmiah, artikel ini menganalisis unsur-unsur utama pembentuk identitas nasional, seperti Pancasila, Bahasa Indonesia, simbol negara, kebudayaan lokal, dan sejarah perjuangan bangsa. Hasil kajian menunjukkan bahwa identitas nasional mengalami tekanan serius akibat kuatnya arus budaya asing, lemahnya literasi kebangsaan, serta polarisasi sosial yang dipicu oleh kepentingan politik. Fenomena ini mengindikasikan bahwa identitas nasional harus terus dirawat dan diperkuat melalui keterlibatan aktif lembaga pendidikan, keluarga, komunitas lokal, media massa, serta peran negara dalam menciptakan kebijakan yang berpihak pada nilai-nilai persatuan. Dengan mengedepankan kolaborasi antarsektor, penelitian ini merekomendasikan strategi penguatan identitas nasional yang kontekstual, inklusif, dan berkelanjutan agar mampu menjawab tantangan zaman tanpa kehilangan jati diri bangsa.

2025, Revista Historia Da Educacao

Neste artigo pretende-se analisar a constituição de boas maneiras, de polidez, de urbanidade, de cortesia, de civilidade. Sublinha, que a existência de preceitos reguladores da vivência social nem são um exclusivo da Civilização Ocidental e muito menos da modernidade. Destaca que a grande maioria destas obras de civilidade ou que continham capítulos a ela dedicados eram escritas por homens que estavam longe de querer intrometer-se no refinamento aristocrático e dirigiam-se especialmente a estratos sociais que aspiravam saber estar num ambiente urbano burguês. Elas eram importantes sobretudo para aqueles que se situavam num estrato ascendente. Contudo, ao longo do século XVIII, parece desenhar-se, em Portugal, uma tendência para se valorizar este aspecto da educação que bem se poderia caracterizar por se dirigir especificamente às crianças e principalmente às crianças.

2025, Lisans Düzeyinde Bağımsız Akademik Çalışma

Bu makale, tarihsel bilginin nesnel bir gerçeklikten ziyade, iktidar ilişkileri içinde şekillenen bir anlatı olduğunu ileri sürmektedir. Tarih yazımı, yalnızca geçmişi aktarmakla kalmaz; aynı zamanda bugünü meşrulaştırma ve kimlik inşası işlevi görür. Çalışmada, anlatı biçimlerinin ideolojik etkileri, kolektif hafızanın nasıl üretildiği ve alternatif tarih anlatılarının karşılaştığı meşruiyet sorunları ele alınmıştır. Tarih, iktidarın hafızası olarak okunmakta; geçmişe dair bilgilerin seçim, temsil ve yayılma biçimlerinin politik doğası vurgulanmaktadır.

2025, Forum on Public Policy: A Journal of the Oxford Round Table

T]hat the science of politics is in its infancy, is evident from philosophers scrupling to give the knowledge most useful to man that determinate distinction. 1 In this talk, I discuss Mary Wollstonecraft's A Vindication of the Rights of Woman: With Strictures on Political and Moral Subjects and A Vindication of the Rights of Men as books of philosophy about rational materialism. Based on an analysis of Lockean thought, as applied to the possibility of women's development of reason, Wollstonecraft suggests a new way to develop thought via materialism. She suggests that the mind is formed by experience and education, for women as well as for men. Drawing on a body of texts by Edmund Burke and James Fordyce that suggested that women were more feeling than men, at the expense of their rationality, and responding to these texts, Wollstonecraft suggested women were rational, given education. She argued for the necessity of an expansion in the rights of education for women. Following an increase in reading, women as well as men would have rational consciousness. Further, she thought, an expanded consciousness for women would mean greater earning power and expanded political participation and representation. At this early, indeed, inceptive point in feminist history, Wollstonecraft perceived that nation-building was, as Iacovetta describes, a process that created "both citizens (or potential citizens) and noncitizens denied rights." 2 Wollstonecraft sought to address how women might perform nation building based on the connection between the household and the state.

2025

2025, Krisis. Tijdschrift voor aktuele filosofie 30 (2010) 77-90

Tijdschrift voor actuele filosofie AD KNOTTER GESCHIEDENIS, GESCHIEDSCHRIJVING, HERINNERING OVER DE GESCHIEDOPVATTING VAN PAUL RICOEUR Krisis, 2010, Issue 1 www.krisis.eu Het verleden is meer dan ooit een publieke zaak. Geschiedenis is inzet geworden van allerlei vormen van identiteitspolitiek, onderdeel van 'herinneringsculturen' waarin ook historici participeren, of zij willen of niet. Er is sprake van een memory boom, of -negatiever -een frénésie commémorative. De gedachte dat alle geschiedenis, in welke vorm dan ook, een vorm van herinnering is, kreeg een krachtige impuls door het werk van het echtpaar Assmann (1999a; 1999b; 2008), dat ook de wetenschappelijke geschiedschrijving in hun Erinnerungsräume incorporeerde. Sindsdien is er onder historici een debat gaande over de verhouding tussen geschiedenis en herinnering. In Nederland wijdde de Utrechtse geschiedtheoreticus Ed Jonker zijn oratie aan dit thema. Hij schrijft : 'De tegenstelling tussen geschiedenis en herinnering is natuurlijk een valse' (2008,(146)(147). Bij nader inzien blijkt de 'natuurlijke' verwantschap tussen herinnering en geschiedenis echter alleen te slaan op de geschiedbeleving, niet op de geschiedwetenschap: 'Herinneringen zijn de grondstof voor geschiedbeleving. Zij vormen echter niet de grondslag van geschiedwetenschap. Die ligt in het historisch atelier.' Er is volgens Jonker dus wel een onderscheid tussen herinnering en geschiedschrijving in haar wetenschappelijke vorm. De vraag rijst: wat zijn precies de overeenkomsten en de verschillen? Waar houdt geschiedbeleving als herinnering op en waar begint de geschiedwetenschap? Wordt het verschil alleen bepaald door de 'ambachtelijke normen, een set van gereedschappen als kritische bronnentechniek, argumentatieleer en vormvoorschriften', zoals Jonker stelt? Dat lijken mij relevante vragen.

2025

The past few years in Poland and, indeed, globally, have seen a shift from the predominance of traditional museums to the rise of multi-mediated, multi-sensory, and interactive “new” museums. However, in the midst of technological shifts in museum forms as well as broader social, cultural, and political changes, are the images of Poland and Polish culture and national identity, as presented in museums, also changing? If so, how, and what resources are being drawn on to construct new identities and/or reproduce old ones? I am currently engaged in a study of museums—conceptualized broadly to include traditional historical and cultural museums, cultural and historical centers, and online archives and virtual “memory sites—in contemporary Poland. My study focuses on one particular type of museum “publics”—those most involved with and interested in the museum process, the workers and volunteers. I am interested in which individuals comprise this form of the museum public in the case of h...

2025, EDUCAR EN VALORES, CONSTRUIR CIUDADANÍAS (Díaz Revorio y Vidal Prado, dirs.)

En este capítulo se analiza cómo está diseñada la educación en valores democráticos en diferentes países europeos. Se inicia repasando las decisiones de las propias instituciones europeas sobre la cuestión. En definitiva, hay mucho camino por recorrer y hay obstáculos que superar. A continuación, se analiza qué está pasando en algunos países (dejando al margen Italia y Portugal, que son analizados en capítulos específicos dentro de esta obra colectiva), con qué problemas se han encontrado los programas educativos que pretenden potenciar y reforzar la educación cívica, constitucional y en valores democráticos, y cómo se puede equilibrar la necesidad de educar en valores con el respeto a las ideas propio del pluralismo democrático. Asimismo, veremos cómo se afronta la cuestión de las enseñanzas relativas a la identidad nacional de un país de modo que no derive en un nacionalismo excluyente que, a la postre, traicionaría los propios valores de una democracia.

2025

Recension d'un ouvrage ou les nombreux chiffres et les textes — assez brefs — respirent grâce a de tres belles photos, souvent grand format et a une mise en page aeree. Tout est fait pour essayer de presenter de maniere attrayante un sujet capital, l'avenir de la democratie, qui semble devenir de plus en plus incertain. Il s'agit de dresser un etat de l'opinion publique : les citoyens s'interessent-ils a la politique et sont-ils prets a s'impliquer dans la gestion de la cite ? Quel type de systeme politique veulent-ils ? Comment evaluent-ils la democratie representative ? Ont-ils ou non un attachement profond aux valeurs democratiques et aux grandes libertes publiques ? Que souhaitent-ils pour l'Union europeenne ? Font-ils confiance aux institutions ? Quels sont leurs sujets principaux d'inquietude ? Ont-ils une vision optimiste ou pessimiste des changements dans les societes ? Defendent-ils des valeurs d'ouverture aux autres ou plutot de repli su...

2025, History of Education Review

PurposeThis paper discusses the history of outdoor education at a university in the South West England, starting in 1840.Design/methodology/approachThis research uses secondary sources of data; original unpublished work from the university archive is used alongside published works on the university founders and first principals, as well as sources on the developments of outdoor education in the UK.FindingsBoth founding principals were driven by their strong values of social justice and their own experiences of poverty and inequality, to establish a means for everyone to access high-quality education regardless of background or means. They saw education as key to providing a pathway out of poverty and towards opportunity and achievement for all. Kay-Shuttleworth, founder of St John's, wrote that “the best book is Nature, with an intelligent interpreter”, whilst Derwent Coleridge, St Mark's first principal, had a profound love of nature and reverence for his father's poeti...

2025, História da Educação

Em 1934 a Escola Normal de Piracicaba enfrentou conflitos no processo de implantação do novo Código de Educação do Estado de São Paulo. Professores e a direção da escola discordavam quanto ao caráter normativo deste código. Enfrentava-se, também, divergência sobre o processo avaliativo do período. A autoridade administrativa foi então questionada e as disputas pelo poder institucional vieram à tona. Houve a necessidade de mediação externa nestes conflitos, demandando sindicância governamental sobre a situação beligerante nesta tradicional escola secundária. A análise destas disputas possibilitou a compreensão do cotidiano escolar de então e as múltiplas facetas da organização institucional deste importante estabelecimento de ensino.

2025

This thesis takes the reader on a journey to the Tasman Peninsula, a small and remote district in Tasmania, Australia. I enter the community through the local school, Tasman District School, where I work with Grade 9 classes to explore prospects of sustainability in their community through the students' lived experiences. Within a negotiated curriculum we focus on fishing and tourism as prospects for future employment for the students. Together the students and I explore influences on community living on the Tasman Peninsula. We also address issues of belonging, identity and values that are important to the students and to myself. I listen to the students' stories, and their lived experiences. At times I enter the community and at other times I observe the comings and goings of the community from outside, in a space like Stewart's place (1996), on the side of the road. As I move from the school to the wider community I take knowledge gleaned from the students, and I search for a mirroring of values, identity and belonging in many community hubs. Taking my place on the side of the road I accept that if I am to identify with the Tasman Peninsula community and situate myself in my research so that I develop a consciousness of relationship that will deepen my understanding of the place, I need to be also part of its dynamics. This thesis interprets my listening to stories past and present that belong there. My inquiry is inspired by approaches to research that are interpretive, ethnographic, biographic and autobiographic. Poetry too inspires, to speak diverse meaning, sometimes emotionally and prophetically, at other times to situate me in a particular place or moment or to allow me imaginative interpretation. There are some philosophers, like Mikhail Bakhtin, Hans-Georg Gadamer, Jürgen Habermas and Ferdinand Tönnies, who urge and accompany me on my journey along the road to amplify and deepen understandings of the sustainability of this unique and remote community. My inquiry develops propositions that model Isaac Newton's Laws of Motion as a basis for understanding community dynamics, where core stability depends on balancing community interactions-for example, where school communities v intersect with social, industry and recreational hubs. At times the Tasman Peninsula community is subjected to external forces that might threaten the enduring nature of its existent form. Under such circumstances the sustainability of the community might fragment and a future Tasman Peninsula community might be compromised. My propositional models permit the reader to conceptualise a community that shifts energy from within to create a new balanced community, or is unable to accommodate the external forces, and the community collapses. Over the past 200 years the Tasman Peninsula community has been subjected to such external forces-annihilation of the local Indigenous population, convict presence, a massacre in 1996, and destructive bushfires in 2013-events that have deeply affected the inherited storylines within which the students I encounter live. In my inquiry I contribute my research, practice and knowledge to further community studies. This thesis points out environmental, social, economic and cultural possibilities that might sustain a small, isolated community.

2025

The process that led women in Italy to bridge the gender gap in education is long and very controversial. Throughout the nineteenth century, women remain confined to the domestic sphere and the nascent unitary State, though secular and liberal, does not bring any substantial changes. The first laws on compulsory education do not suffice to change a deeply-rooted and widespread mentality. This paper aims to reconstruct the initial stages of female emancipation (which essentially coincide with that period of great tension and sweeping transformations commonly known as Belle Époque) through the analysis of various sources and documents. The contribution is divided into two sections: the first -context and legislation -appears in this issue of "Quaderni CIRD"; the second -memoirs and literature -is due to be published in the next issue.

2025, Mufassil Islam

This study investigates the complex historical trajectory that led to the Partition of British India in 1947 and its aftermath, with a specific focus on the Bengali Muslim experience. It explores the ideological conflict between... more

2025, Education Sciences

Aim of this workout is to analyze self efficacy sense of social science teacher candidates about the practising of the subjects of Atatürk Principles and Reform History. It has been investigated that whether there is meaningful difference on self efficacy beliefs about the teaching Kemalism subjects according to class level of social science teacher candidates and sexual difference. To learn the self efficacy beliefs about the Kemalism subjects teaching of social science teacher candidates, it has been carried out validity and solidity practice of 5-Likert type scale that consists of 24 items, these items Cronbach Alpha solidity quotient has been counted as ".88". Datum analysis has been carried out with SPSS 11.0 packet programme. It has been deduced from the result of survey that social science teacher candidates self efficacy levels about teaching of Kemalism subjects are in positive direction and first class "students" are more worried than other classes about same subjects. It can be said that social science teacher candidates need a good model that will be the guidance for their having self efficacy and to solidify it.

2025

Teachers in the 21st century need to improve the quality of teaching and learning. The quality of teachers' teaching style is one of the influential factors in producing a more effective learning environment. This study aims to identify the teaching style among science teachers in secondary schools. This quantitative study involved 320 high school students in Johor, Malaysia. The instrument used to obtain the data was a questionnaire consisting of 45 items, including demographic and Grasha Teaching style. Survey results were analyzed using the Statistical Package for The Social Science (SPSS) version 20.0 software for descriptive and inferential statistical analysis. This research found that expert style, formal authority style, personal models style, facilitators style, and delegator style used by science teachers. However, the facilitator style is the most often used teaching style by science teachers in the teaching and learning process. Besides, the findings of this study sh...

2025

The action-research study presented in this article illustrates how drama in education might be used to foster historical empathy in high-school first-grade students. For the purposes of this action research, four scenarios based on drama-in-education techniques were designed and applied on a sample of twenty-two students. The analysis of the findings showed that the students’ understanding of historical contexts and different viewpoints on the past -both of which comprise important aspects of historical empathy- can be significantly encouraged by a drama-based instruction, as long as the students become engaged in activities that bring them to delve into a specific historical era, thus propelling them towards the study of historical sources.

2025

There is a good deal of research about how judgements are made in awarding when A level and GCSE grade boundaries are chosen.There is less research about how judgements are made in Thurstone paired comparisons and rank ordering (popular methods in comparability studies to compare grading standards). Therefore, the research question for the present study is ‘how do Principal Examiners1 (PEs) make judgements about standards in awarding,Thurstone paired comparisons and rank ordering?’The present article draws from a wider project in which Principal Examiners thought aloud whilst making judgements about the quality of candidates’ work and grading standards in awarding,Thurstone paired comparisons and rank ordering situations analogous to how these methods are practised. For the present analysis a coding frame was developed to qualitatively analyse the think aloud data.The coding frame constituted codes grounded in the think aloud data and grade descriptors2 from the qualification specif...

2025

Background It has long been established that marking accuracy in public examinations varies considerably among subjects and markers (Murphy, 1982; Newton, 1996). This is unsurprising, given the diverse cognitive strategies that the marking process can entail (Suto and Greatorex, in press), but what is it about some questions that makes them harder to mark accurately than others? It is to be expected that multiple-choice questions with single letter responses are easier to mark than long essays. However, there exist variations in accuracy within subjects, among questions with much more similar formats and structures. Are there distinct but more subtle features of questions and their mark schemes that can affect accuracy? Such features could potentially contribute to a broad rationale for designating questions to markers according to personal expertise.

2025, Forum Geschichtskultur Ruhr 2025/1, Themenheft Koloniale Spuren im Ruhrgebiet. Verflochtene Geschichte(n)

Die Identität des Ruhrgebiets besteht bislang vor allem aus Geschichte(n) über Kohle, Stahl und Arbeit. Der kolonialkritische Blick kann diese bekannte Geschichte des Ruhrgebiets aufbrechen und herausarbeiten, dass koloniales Denken und Handeln ein in Alltag, Politik und Wirtschaft verankertes Phänomen war. Es gehörte auch in der Ruhr-Region zur Lebenswirklichkeit und zum Selbstverständnis.

2025, History of Education

In his acknowledgements, Thomas S. Popkewitz explains that this work grew out of conversations focused on the question of "'reason' as a historical problem" (p. ix). It is clear in reading this interesting collection of essays that, with varying degrees of explicitness, the authors are collectively challenging the legacy of Enlightenment thought on the historical method. However, the body of literature dealing with the problem of the Enlightenment that finds its origins in the work of scholars of the Frankfurt School of Critical Theory is a silent shadow that haunts this volume (to borrow the term used by Lynn Fendler in her excellent final chapter). I am thinking of Ludwig Fleck's Genesis and Development of a Scientific Fact (1935) as an example. Fleck offers a means to understand the way in which scientific knowledge is conditioned by society and culture. The works of scholars such as Peter , Helen Karl Mannheim (1985) in the sociology of knowledge remind us of the importance of exploring the relationship between an idea and its situation or context. They urge us to consider the relationship of knowledge to power because the way in which we see the world is a result of power relations that we may not be aware of on a conscious level. Rethinking the History of Education: Transnational Perspectives on its Questions, Methods, and Knowledge continues in this tradition while further elaborating on related themes introduced in a previous work by Popkewitz and collaborators Barry M. Franklin and Miguel A. Pereyra in Cultural History and Education: Critical Essays on Knowledge and Schooling (2001), who emphasise the importance of interdisciplinary and comparative history "focused on issues of knowledge, cultural and social change" (p. xiii). This 2001 collective project is worthy of attention as it calls on historians of education but this could and should be a call to historians of all stripes to grapple deliberately with the problem of subjectivity in their research programs. In this recent work (2013), Popkewitz points to a distinction between the work of North American and European scholars. American scholarly work, he argues, has long been archive and data-driven (at least since the 1960s), as historians sought to legitimate their field as a science. He calls on American scholars of the history of education to situate their research in a more complex theoretical framework and to break free from traditional paradigms. Such an appeal is laudable and is successfully carried out in the chapters that make up this work. In Chapter 1, Styles of Reason: Historicism, Historicizing, and the History of Education, Popkewitz sets the stage for what is to come. He does this by calling on the reader "to consider

2025, Journal of Philosophy, Policy and Strategic Studies (JPPSS), Vol.1, March 2025

2025, Kıbrıs Adası'ndaki Antik Şehirlerde İngilizlerin XIX. Yüzyılda Gerçekleştirdiği Arkeolojik Faaliyetler

XIX. yüzyılda Batı toplumlarında eski eserlere ilgi olabildiğince arttı. Bu ilgi neticesinde
birçok seyyah, arkeolog, diplomat ve eski eser meraklısı Osmanlı Devleti topraklarına
yöneldi. Ardından bölgede birçok arkeolojik araştımalar gerçekleştirdi. Bu
araştırmalarla beraber elde edilen eserler harice çıkarıldı. Zamanla bu araştırmalar
Osmanlı Devleti’nin neredeyse tüm coğrafyasını kapsadı. Zira Osmanlı Devleti birçok
medeniyeti bünyesinde barındırmış ve arkeolojik açıdan oldukça önemli bir coğrafyaydı.
Dolayısıyla Osmanlı Devleti adalarından biri olan Kıbrıs Adası’da bu çalışmaların
gerçekleştiği bölgelerden biri oldu.
Kıbrıs Adası’nın ilk yerleşimcilerinin kim olduğu bilinmiyordu. Ancak bilinen ilk
yerleşimcileri sırasıyla Mısır, Hitit, Fenike, Asur, Pers, Ptoleme, Roma İmparatorluğu,
Haçlılar, Lusignanlar, Venedik Devleti ve Osmanlı Devleti gibi önemli uygarlıklar
oldu. Bu uygarlıklardan kalan miras ise Kıbrıs Adası’nı adeta bir cazibe merkezi haline
getirdi ve başta İngilizler olmak üzere birçok Batılı kaşifin araştırmalarını gerçekleştirdiği
bir bölge haline geldi. Osmanlı Devleti kendi topraklarında Batılıların bu
faaliyetlerine engel olabilmek için birçok kez asar-ı atika nizamnameleri yayınladı.
Lakin yayınlanan bu nizamnameler Batılılara engel olabilecek yeterlilikte değildi.
Bundan dolayı nizamnameler Kıbrıs Adası’nda da etkili olamadı. Böylece Robert Hamilton
Lang, Demetrios Pierides, Thomas Sandwith, Luigi Palma di Cesnola, Tiburce
Colonna Ceccaldi gibi diplomat arkeologlar da eserleri kendi ülkelerine taşımak ve ayrıca
kendi kazançlarını artırmak için pek çok araştırma gerçekleştirdi. Zira Osmanlı
Devlet ricali de bu faaliyetlere engel olabilmek için çaba sarfetti ancak yeterince etkili
olamadı.
Bu çalışmada Kıbrıs Adası’nın XIX. yüzyılın başlarından 1878’de İngiliz İlhakına
kadar geçen süreçte gerçekleşen arkeolojik çalışmalar ele alınmıştır. Çalışma da başta
asar-ı atika nizamnamelerinin de aralarında olduğu, Cumhurbaşkanlığı Osmanlı Arşiv
vesikaları incelenmiştir. Ardından araştırma inceleme eser, gazete ve makalelerden
de istifade edilerek hazırlanmıştır.

2025, Cultura Del Cuidado Enfermeria

y las incidencias conceptuales en torno a las didácticas, comprendidas aquí en un sentido restrictivo -el de las didácticas de las disciplinas-y las del tipo de relaciones que suscita. Varias y distintas miradas surgen en el planteamiento de estas relaciones que podrían conducir a atribuir, según la perspectiva adoptada, sentidos diferentes a la acción didáctica. Saber desde dónde se habla, en cuál contexto de enseñanza-aprendizaje y en función de cuales fines, cuando se trata de didáctica, podría eventualmente contribuir a una cierta clarificación del concepto y de sus diferentes sentidos. Después de recordar la importancia referencial de los fines en toda acción educativa y todo tratamiento didáctico, la atención se centrará, en un segundo momento, sobre las relaciones entre didácticas y disciplinas, para destacar la relación, ciertamente necesaria, pero sin embargo relativa, de las didácticas con los saberes escolares disciplinares, subrayando su carácter interdisciplinario. Esta constatación requiere una clarificación del concepto de disciplinariedad y, en consecuencia, una distinción entre disciplina científica y disciplina escolar.

2025, Historia Da Educacao

Além da obra acima referida que passaremos a resenhar, o autor escreveu, entre outros trabalhos, os seguintes livros lançados pela editora Aurora, Rio de Janeiro: "O Quadro-negro e a sua Utilização no Ensino" (1954). "A Linguagem Didática no Ensino Moderno" (1956). "Sumário de Didática Geral" (1957). "Os objetivos e o Planejamento de Ensino" (1957). Todos, com caráter de manual didático, inseridos no campo da educação e abordando, notadamente, o tema Ensino Aprendizagem. Primórdios da Educação no Brasil, publicado em 1958, extrapola, na produção do autor, a discussão didática propriamente dita em direção a compreensão do campo historiográfico educacional brasileiro, do qual afirma a precariedade de pesquisas e conseqüentemente, a também precária compreensão de um período de vinte anos, (1549-1570) que para ele, representou o período mais empreendedor e dinâmico da educação brasileira, ao qual denomina, devido às agruras pelas quais tiveram que passar os homens educadores dessa época, Período Heróico, justificando assim, não só a pesquisa, como também a sua delimitação espaço-temporal, categoria, aliás, muito importante para o autor, na medida em que a obra pretendia inicialmente discorrer sobre a periodização da história da educação brasileira, tendo, inclusive, no início do livro, esboçado tal periodização defendendo-a como elemento fundamental e necessário à compreensão da História da Educação. Para ele, evidentemente até o momento em que escreveu esse livro, a educação brasileira possuiu "nitidamente" seis períodos distinguíveis que são:

2025, FRONTIER EDUCATION

In a context of change such as that which is currently taking place in the field of social sciences education, the ongoing training of in-service teachers is an essential element. Only by bringing about a true change in their teaching practice can teaching approaches and the processes of history education be improved. The present paper aims to contrast a theoretical model with a questionnaire designed to identify the training needs of secondary and baccalaureate teachers with regard to the teaching of the historical thinking skills. A quantitative research methodology has been employed with a non-experimental design in which an exploratory and confirmatory factor analysis and a hierarchical clustering analysis have been carried out. After carrying out and applying the analysis, a questionnaire (NFPA) was elaborated. Its construct validity and reliability were satisfactory and appropriate. The results will make it possible to detect and identify needs and deficiencies in ongoing teacher training. Furthermore, it will become possible to discover new elements in order to improve training processes from the point of view of in-service teachers.

2025, Educacao (Porto Alegre)

RESUMO -O texto faz uma reflexão sobre o sistema social democrático e as responsabilidades educacionais das Universidades e dos educadores, contexto no qual situa a contribuição da educação marista. Como modelo inspirador para aqueles que estão em busca de um "porquê" e "para quê" viver, surge a figura de Marcelino Champagnat, educador e apóstolo da juventude, a partir do qual se abrem perspectivas para os novos tempos. Descritores -Visão de homem; educação marista; educação superior; interdisciplinariedade.

2025

Tudo indicaria que escolas fundadas e dirigidas por mulheres não teriam qualquer chance de germinar em uma sociedade patriarcal. No entanto, a Região Sudeste era dominada por uma elite agrária com uma visão de mundo menos hostil à liderança das mulheres, em particular na educação primária e secundária. Uma visão de mundo forjada de forma especial por advogados formados na Faculdade de Direito de São Paulo, republicanos, positivistas, liberais. Não somente isso. De certa maneira, o caminho das mulheres metodistas já havia sido sinalizado por mulheres pioneiras que, antes delas terem aportado no país, escreveram sobre os "direitos das mulheres" (Direitos das Mulheres e Injustiça dos Homens, Opúsculos Humanitários) de educar e serem educadas, e fundaram escolas, como a Rio-Grandense do Norte Nísia Floresta, a gaúcha Ana Eurídice Eufrosina de Barandas (Diálogos) e a irmã do poeta Manuel Álvares de Azevedo, Josefina Álvares de Azevedo, fundadora de um jornal, entre outras (FLORESTA, 1989, p. 125-130). As mulheres missionárias metodistas que viriam para o Brasil receberiam uma preparação especial, em particular depois da criação do Peabody College (1876), ligado à Venderbilt University, gerida pelos metodistas, seja na área da educação, seja na área da saúde, pois elas deviam zelar para que o adágio latino "mens sana in corpore sano", se realizasse na prática . Habituadas a tratar dos corpos dos soldados feridos nos campos de batalha durante a Guerra de Secessão (1860-1865), agora teriam que aprimorar o conhecimento pedagógico para trabalhar com as crianças de países distantes e dominados pelo catolicismo.

2025

non-peer-reviewed The Exploring Masculinities Programme (EM) was developed and piloted in 19 boy’s schools in Ireland during 1997-1999, with funding from the European Social Fund. The programme aimed, amongst other things to investigate different perceptions and experiences of masculinity and to promote equality among and between the sexes. Following the launch of the programme, EM was the subject of a considerable amount of media coverage, which was mainly critical of the programme. Amongst the most vocal critics of EM were certain parent groups and a number of journalists. In this context, the Minister for Education and Science commissioned the National Council for Curriculum and Assessment (NCCA) to conduct an examination of, amongst other things, the media reaction to EM. The planned dissemination of the programme lost its momentum and in 2005, EM was only being used as a resource in a small number of schools. The current study aims to establish the views and attitudes of Irish ...

2025, DOAJ (DOAJ: Directory of Open Access Journals)

A cidade como fator de diferenciação da rede escolar: do período imperial à primeira república. I o presente texto constrói, com base em dados da história da educação no Rio Grande do Sul, como a rede de escolas públicas se diferenciou e estruturou e de que forma se relacionou com a constituição das cidades. Analisa os vínculos entre cidade e a instrução pública não do ponto de vista dos conteúdos curriculares que moldam o citadino, o individuo civilizado, ajustado ao mundo urbano mas a partir da análise da tipologia das escolas públicas. Based on data of the history of education in Rio Grande do Sul, the paper analyses how public schools network differentiated and was structured, as well as its relationship to cities formation. It also studies the links between cities and public instruction, not from the point of view of curricular contents which shape the city dweller, the civilized individual adjusted to the urban world, but taking the analysis of the public schools tipology as its point of departure. ~Texto apresentado na 19a. Reunião da ANPED,

2025

Sposób przedstawiania zakonu krzyżackiego w literaturze XIX i pierwszej połowy XX wieku uzależniony był od osobistego nastawienia autora dzieła, od posiadanej przez niego wiedzy historycznej, a przede wszystkim od pochodzenia. Pisarze polscy i niemieccy w odmienny sposób interpretują poczynania i funkcjonowanie zakonu krzyżackiego. W polskich dziełach autorzy skupiają się na negatywnym obrazie Zakonu, ukazując jego zakłamanie, okrucieństwa, obłudę, a "Krzyżak" jako pojęcie zawsze ma znaczenie pejoratywne 1 . W przeciwny sposób przedstawiany jest Zakon w literaturze niemieckiej, w której to autorzy ukazują przede wszystkim zwycięstwa krzyżackie, omijając wielkimi krokami kwestię 1 Negatywne znaczenie pojęcia "Krzyżak", po niemiecku Kreuzritter lub Kreuzler, pojawiło się na początku XIX wieku, co zaznacza w artykule Die Wandlung des Bildes vom Deutschen Orden als politischer, ideologischer und gesellschaftlicher Faktor im polnischen Identitätsbewußtsein des 19. und 20. Jahrhunderts Jerzy Serczyk. Symbolika Zakonu zaistniała podczas wojny niemiecko-francuskiej, kiedy na zlecenie Friedricha Wilhelma III Karl Friedrich Schinkel podjął próbę zaadaptowania średniowiecznego krzyża żelaznego na potrzeby współczesnej mu ideologii (zob. Serczyk, Die Wandlung, 2001, s. 55). W Polsce Krzyżak jako wróg pojawił się po raz pierwszy w Śpiewach historycznych Juliana Ursyna Niemcewicza. Przedstawiony przez pisarza schemat myślenia funkcjonował kilka lat później w utworach Adama Mickiewicza. Serczyk zwraca przede wszystkim uwag ę na obraz Krzyżaków w pismach historiograficznych Krakowskiej Szkoły Historycznej i Warszawskiej Szkoły Historycznej. Jerzy Serczyk odwołuje się do tekstu Roty Marii Konopnickiej świadczącego o pejoratywnym znaczeniu pojęcia "Krzyżak", który to hymn po raz pierwszy został zaśpiewany w Krakowie podczas obchodów 500-lecia bitwy pod Grunwaldem i odsłonięcia z tej okazji pomnika ufundowanego przez Ignacego Paderewskiego (zob. Serczyk, Die Wandlung, 2001, s. 58). W ostatnich latach I wojny światowej motyw Krzyżaka działał jako faktor stymulujący w budowaniu polskiej świadomości narodowej, gdyż był symbolem zagrożenia dla Polski (Serczyk, Die Wandlung, 2001, s. 58-59).

2025, Revista Docentes

E. Wayne Ross, together with Sebastián Plá, organized a collection on the teaching of Social Studies in Latin America, resulting from the understanding that the Global South is rapidly changing its role in the various spheres of contemporary life, and among them, the debate on the teaching and learning of subjects such as History. In 2022, he opened the proceedings of the National Meeting of Researchers on the Teaching of History held at UFRPE, reflecting on the impacts of neoliberal policies on the teaching of History and other human and social sciences. In this interview, conducted by videoconference on July 14, 2024, three leaders of the ABEH Associação Brasileira de Ensino de História spoke with the professor about their experiences of civic and professional resistance to the advances of militarism, the business perspective and reactionism in education, themes that are older there than here, which resulted in a fruitful debate.

2025, Yesterday and Today

2025, JOURNAL OF MULTI-DISCIPLINARY STUDIES A Publication of Institute of Peace Studies and Conflict Management (IPSACM)

This paper examined the crucial role History education plays in promoting peace across Nigeria. Peace is one of the bases upon which meaningful development can be achieved. The significance of History in this regard cannot be overlooked. The study clarified relevant concepts to this paper, striking issues that threaten Nigeria's peace, the impact of conflict on teaching and learning and the place of History education in promoting peace. Furthermore, discussions were made on history pedagogy and peace education. It was recommended that History should be made part of the core curriculum to enable citizens to know their History; History students should be encouraged to join the peace club as a platform for more exposure to peace education.

2025, Learning to inquire in history, geography, and social studies: An anthology for secondary teachers (5th Ed)

Our role as social studies educators requires us to be social critics and to help our students bring a critical mindset to the standard tropes regarding democracy (and other concepts) that are part of the curriculum. Being a critic goes beyond pointing out that things are wrong and extends to exploring the assumptions underlying familiar and unchallenged concepts and ways of thinking. The social studies teacher’s role is to help students understand that things such as democracy are less self-evident than they might seem. This kind of close examination can illuminate those elements of curriculum and teaching that prevent growth of democracy, obscure passive conceptions of the learner, perpetuate democratic citizenship as a spectator project, and, ultimately, maintain status quo inequalities.

2025

This article reviews recent literature that addresses historical violence, difficult history, and the production of historical distance in teaching and learning about past violence. The author argues that based on the literature, the processes by which certain violent histories become "difficult" while others are aestheticized deserve greater attention. As violent histories become more or less difficult, the production of nuanced, contextually contingent historical distances may have serious implications for teachers' pedagogical decisions as well as students' reactions and understanding. The author argues further that historical violence not considered difficult or traumatic in a given moment and context deserves greater attention from scholars and researchers.

2025, History education research journal

This article has been peer-reviewed through the journal's standard double-anonymous peer-review process, where both the reviewers and authors are anonymised during review.

2025, Νίκος Αποστολόπουλος, Γιώργος Κόκκινος, Ζέτα Παπανδρέου (επιμ.), Το MOG ως αντικείμενο μελέτης: Ιστοριογραφία, Τραυματική Μνήμη, Δημόσια Ιστορία, Ιστορική Εκπαίδευση, Πρακτικά Διαδικτυακής Ημερίδας 28 Μαΐου 2022

2025, Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü dergisi

Eğitim bir sistemdir ve her sistemde olduğu gibi eğitimde de kontrol gereklidir. Hazırlanmış ve uygulamaya konmuş her programın değerlendirilmeye ihtiyacı vardır. Değerlendirme programın işlerliği hakkında ilgi verecek ve bu doğrultuda gerekli düzenlemeler yapılabilecektir. Ancak bu şekilde istenen niteliklere sahip bireylerin yetişmesi söz konusu olabilecektir. Araştırmanın Amacı/Araştırma Soruları: Bu çalışmanın amacı, İlköğretim 7. Sınıf Vatandaşlık ve İnsan Hakları Eğitimi dersi programında yer alan hedef-davranışların ulaşılma düzeyi, davranışların örüntüsü, programın duyuşsal özelliklere etkisini belirlemektir. Araştırma Yöntemi: Araştırmada; mevcut durum olduğu gibi ortaya konulmaya çalışılmıştır. Bu nedenle, betimsel nitelikli tarama modeli araştırmanın yöntemi olarak benimsenmiştir. Vatandaşlık ve İnsan Hakları Eğitimi Programı uygulamalarına katılmadan önce öğrencilerinin belirli bir önbilgi ile derse başlamakla birlikte gerçekleştirilen öğrenme öğretme etkinliklerinin öğrencilerin başarıları üzerinde anlamlı bir fark yarattığını söylemek mümkündür. Bunun yanı sıra ünitelerdeki davranışların ulaşılma düzeyinin oldukça düşük olduğu bu nedenle öğrencilerin davranışların çoğuna ulaşamadıkları belirlenmiştir. Aynı zamanda ünitelerde yer alan davranışlar arasında önkoşul ilişkilerde sorunlar ortaya çıkmıştır. Öneriler: Vatandaşlık ve İnsan Hakları Eğitimi programı yeniden ele alınarak değerlendirilmelidir. Davranışların ulaşılma düzeyi yükseltilmeli ve önkoşul ilişkilere göre davranışlar yeniden düzenlenmelidir.

2025, Caderno Intersaberes

Este trabalho tem o objetivo de investigar o fenômeno religioso nos espaços públicos e privados, no âmbito educacional, social e político. No Brasil, desde o período colonial até os dias de hoje, o Ensino Religioso (ER) sofreu inúmeras alterações devido à dinâmica entre profissionais da área da educação e a sociedade. Diante disso, é necessário rever os conceitos relacionados à educação religiosa nas escolasem um Estado laico. Contudo, a Constituição Federal de 1988 garante ao sujeito a liberdade de discernimento sobre os assuntos referentes à fé. Refletiremos, neste estudo, sobre os motivos que levam os estudantes a participarem das aulas de Ensino Religioso e o interesse em conhecer mais sobre o sagrado (Deus). Discutiremos, também, grades curriculares alternativas, para que os professores possam apresentar aos alunos os mais diversos temas do Ensino Religioso.

2025

Ο παρών τόμος περιέχει , κατά κύριο λόγο, τις εισηγήσεις των τεσσάρων επιμορφωτικών ημερίδων, σεμιναρίων που διεξήχθησαν στο πλαίσιο του ομότιτλου έργου «Κινηματογράφος και Νέες Τεχνολογίες στην Εκπαίδευση-ΚΙ.ΝΕ.Τ.Ε.» και είναι διαθέσιμες... more