Philosophy of Historiography and the Potential of History Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17250%2F23%3AA2402KB8" target="_blank" >RIV/61988987:17250/23:A2402KB8 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sav.sk/journals/uploads/03222111filozofia.2023.78.3.3.pdf" target="_blank" >https://www.sav.sk/journals/uploads/03222111filozofia.2023.78.3.3.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.31577/filozofia.2023.78.3.3" target="_blank" >10.31577/filozofia.2023.78.3.3</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Philosophy of Historiography and the Potential of History Education

Popis výsledku v původním jazyce

Philosophers of historiography are constantly trying to answer the question about the nature of historical practice. However, various philosophical conceptions are often sought out by theoreticians of history education who require an- swering the very same question to utilise history’s potential in achieving didactic goals. This paper seeks to explore three different philosophical conceptions of historiography and their potential for passing on crucial skills of critical thinking and media literacy. It will be shown that despite the competitive nature of vastly different philosophical schools of thought, they all can offer valuable incentives for history educators if they are willing to abandon some dogmas that have originated in the philosophy of historiography itself

Název v anglickém jazyce

Philosophy of Historiography and the Potential of History Education

Popis výsledku anglicky

Philosophers of historiography are constantly trying to answer the question about the nature of historical practice. However, various philosophical conceptions are often sought out by theoreticians of history education who require an- swering the very same question to utilise history’s potential in achieving didactic goals. This paper seeks to explore three different philosophical conceptions of historiography and their potential for passing on crucial skills of critical thinking and media literacy. It will be shown that despite the competitive nature of vastly different philosophical schools of thought, they all can offer valuable incentives for history educators if they are willing to abandon some dogmas that have originated in the philosophy of historiography itself

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60300 - Philosophy, Ethics and Religion

Projekt

<a href="/cs/project/TL03000187" target="_blank" >TL03000187: Propedeutika kritického myšlení a mediální gramotnosti ve výuce dějepisu na středních školách</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Filozofia

ISSN

0046-385X

e-ISSN

—

Svazek periodika

—

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

13

Strana od-do

180-193

Kód UT WoS článku

000953765500003

EID výsledku v databázi Scopus

2-s2.0-85153476618