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Contributors to this volume offer insights from the discipline of history about the nature of empathy and the necessity of examining perspectives on the past. On the basis of recent classroom research, they suggest tested guides to more robust teaching. The contributors insist that with experienced history and social studies teachers, students can learn many historical details and, with the use of empathy, develop deepened and textured interpretations of the history that they study.
List of contents
Chapter 1 Introduction : In Pursuit of Historical Empathy
Chapter 2 The Role of Empathy in the Development of Historical Understanding
Chapter 3 Empathy, Perspective Taking, and Rational Understanding
Chapter 4 From Empathic Regard to Self-Understanding: Im/Positionality, Empathy, and Historic Contextualization
Chapter 5 Crossing the Empty Spaces: Perspective-Taking in New Zealand Adolescents' Understanding of National History
Chapter 6 Teaching and Learning Multiple Perspectives on the Use of the Atomic Bomb: Historical Empathy in the Secondary Classroom
Chapter 7 Perspectives and Elementary Social Studies: Practice and Promise
Chapter 8 The Holocaust and Historical Empathy: The Politics of Understanding
Chapter 9 Historical Empathy in Theory and Practice: Some Final Thoughts
About the author
Edited by O. L. Davis Jr.; Elizabeth Anne Yeager and Stuart J. Foster - Contributions by Rosalyn Ashby; O L. Davis Jr.; Frans Doppen; Sherry L. Field; Peter Lee; Linda S. Levstik; Karen L. Riley and Bruce A. VanSledright
Summary
To make the historical past come alive, students often seek personal meanings. This volume offers insights about empathy and examining perspectives on the past. Classroom examples are cited about how teachers can facilitate consideration of various perspectives when seeking historical meanings.
