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1. |
Record Nr. |
UNINA9910785533503321 |
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Titolo |
Changes in teachers' moral role [[electronic resource] ] : from passive observers to moral and democratic leaders / / edited by Dorit Alt and Roni Reingold |
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Pubbl/distr/stampa |
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Rotterdam, : Sense Publishers, 2012 |
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ISBN |
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Edizione |
[1st ed. 2012.] |
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Descrizione fisica |
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1 online resource (208 p.) |
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Collana |
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Moral Development and Citizenship Education ; ; v.6 |
Moral development and citizenship education |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Moral education |
Values - Study and teaching |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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pt. 1. Teachers' and students' concepts of moral and democratic education perspectives -- pt. 2. The curriculum design perspective -- pt. 3. The instructional perspective : democratic teaching methods -- pt. 4. The teacher education perspective. |
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Sommario/riassunto |
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Education for democratic citizenship encompasses cognitive as well as moral characteristics. The responsibility for cultivating these democratic virtues is placed upon the shoulders of educators who are required to create and encourage democratic social life. These characteristics are constantly challenged in present society, in which subject-matter goals and instrumental skills are gaining more importance than socially-valued goals, thus tipping the scales in favour of cognitive skills. Promoting cognitive skills by itself cannot sufficiently influence the formation of a social disposition and could ultimately create, in Dewey`s words, ‘egoistic specialists’ who lack the moral and democratic virtues needed for the creation of genuine social life. This book emphasizes the pedagogical task of education in this regard, and strives to pay greater attention to the obligations of education as a moral socializing agent. This book offers four perspectives on which the education system needs to focus its |
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attention in order to enhance democratic and moral values: Teachers’ and students’ concepts of moral and democratic education; curriculum design; democratic teaching instructional methods; and teacher education. This volume provides a valuable text for a wide audience of students, teachers, policy-makers, curriculum designers and teacher educators to use as an updated reference book for pedagogical and research purposes. |
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2. |
Record Nr. |
UNINA9910315234003321 |
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Titolo |
Historicizing the Uses of the Past : Scandinavian Perspectives on History Culture, Historical Consciousness and Didactics of History Related to World War II / Helle Bjerg, Claudia Lenz, Erik Thorstensen |
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Pubbl/distr/stampa |
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Bielefeld, : transcript Verlag, 2014 |
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2014, c2011 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (307 p.) |
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Collana |
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Disciplina |
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Soggetti |
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Memory Culture |
Historical Consciousness |
History Didactics |
World War II |
Education |
History of the 20th Century |
History |
Cultural Studies |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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1 CONTENTS 5 Introduction 7 Representations of Victims and Guilty in Public History. The Case of the Finnish Civil War in 1918 27 The Holocaust as History Culture in Finland 45 The Nazi Camps in the Norwegian Historical Culture 57 The Norwegian Fascist Monument at |
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Stiklestad 1944-45 77 The Holocaust and Memory Culture: The Case of Sweden 91 Small and Moral Nations. Europe and the Emerging Politics of Memory 107 Processing Time - On the Manifestations and Activations of Historical Consciousness 129 German History Didactics: From Historical Consciousness to Historical Competencies - and Beyond? 145 Coping with Burdening History 165 Exhibiting the War. Approaches to World War II in Museums and Exhibitions 189 World War II at 24 Frames a Second - Scandinavian Examples 207 Historical Propaganda and New Popular Cultural Medial Expressions 227 The Culture of Memory in the "Grandchildren Generation" in Denmark 241 Strengthening Narrative Competence by Diversification of (Hi)stories 257 How to Examine the (Self-)Reflective Effects of History Teaching 281 Contributors 303 |
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Sommario/riassunto |
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This book presents new developments in Scandinavian memory cultures related to World War II and the Holocaust by combining this focus with the perspective of history didactics. The theoretical framework of historical consciousness offers an approach linking individual and collective uses and re-uses of the past to the question how history can and should be taught. It also offers some examples of good practice in this field.The book promotes a teaching practice which, in taking the social constructivist notions of historical consciousness as a starting point, can contribute to self-reflecting and critical thinking – being fundamental for any democratic political culture. |
Besprochen in:Zeitschrift für Geschlechterdidaktik, (2012), Katja Gorbahn |
»Die Stärke des Bandes liegt [...] darin, dass er differenzierte Einblicke in die skandinavischen Geschichtskulturen und darauf bezogenes geschichtsdidaktisches Handeln ermöglicht und gleichzeitig übergreifende Tendenzen erkennbar werden lässt.« |
»Wegweisend ist in dem Band [...] das Operieren auf unterschiedlichen Ebenen kollektiver Erinnerungen oder, geschichtsdidaktisch gesprochen, die Multiperspektivität, die er eröffnet. Sie könnte Anstoß geben, zukünftig noch stärker auch unterhalb der nationalen Ebene auf regionale und kommunale Erinnerungsgemeinschaften, auf neue Medien, auf transnationale ebenso wie auf transregionale Netzwerke der Erinnerung zu blicken, in denen sich die Europäer ihre Geschichtsbilder malen.« |
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