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Thesis (M.A.)--Simon Greenleaf School of Law, 1985. / Includes bibliographical references (leaves 192-196).

The overall purpose of this study is to contribute with empirical data to a scientific area that currently is missing just that: younger pupils view on the school subject history. This study is based on the history didactics goal, which is to teach knowledge about history in school. The method used in this study is qualitative research and consists of four semi structured group interviews with, in total, eleven pupils in the fifth grade in middle school. The knowledge claims are interpretive with the purpose to develop an understanding for the pupils view on history and their acquirement of knowledge during history class. The problem statements discussed in this study are focused on which history culture the pupils are presented with during their classes and what consequences this has on their acquirement of a historical awareness and a historical identity. The teaching has, in relation to the syllabus, a central content to deliver, but the view of history seems to be a question of interpretation by the teacher. The study finds that the pupils has a positive attitude towards history as a subject, but that the cultural view on the subject can be perceived as stereotype. In different extent, the pupils show a historical awareness and an emerging historical identity in where their surroundings have a central part. This study ends on a discussion about the strengths and weaknesses of the analysis, focused on ethics. / <p>Betygsdatum 2019-06-10</p>

This study examines how history teachers in upper secondary schools approach the teaching of contemporary history, focusing on the period from 1991 to the present. The aim is to investigate the content of this teaching, the motivations behind it, and the perceived opportunities and challenges. Using Ronald W. Evans' typology of historical perspectives, the study also seeks to identify which views of history are most prevalent in contemporary history teaching. Data was collected through a combination of surveys and semi-structured interviews with history teachers. The results reveal that the teaching of contemporary history differs from regular history instruction, with a stronger emphasis on global events and conflicts. Teachers with a relativistic view of history, who promote a global perspective and prioritises students' interests, are particularly advantaged using contemporary history in this context. In contrast, those with a narrative perspective, who prefer a chronological and Eurocentric approach, face more challenges, particularly regarding time constraints and the use of materials. The study highlights that teachers' selection of topics and methods is heavily influenced by students' interests and current societal debates, contrasting with the more rigid structure of traditional history teaching. Overall, contemporary history teaching enhances students' historical consciousness by connecting past events with current issues, although it requires students to have a foundational understanding of the historical events discussed. The study concludes that a relativistic perspective is best suited for teaching contemporary history, given its adaptability to current global contexts and its alignment with students' interests.

英冠球. / 論文 (哲學碩士)--香港中文大學, 1999. / 參考文獻 (leaves 93-94). / 附中英文摘要. / Ying Guanqiu. / Lun wen (zhe xue shuo shi)-- Xianggang Zhong wen da xue, 1999. / Can kao wen xian (leaves 93-94). / Fu Zhong Ying wen zhai yao. / Chapter 第一章： --- 儒學與歷史之間 --- p.1 / Chapter 一、 --- 引言：中國傳統學術的一本性與中國傳統心靈對歷史的重視 --- p.1 / Chapter 二、 --- 先秦儒家對歷史的基本態度 --- p.7 / Chapter 三、 --- 哲學與歷史之間 --- p.14 / Chapter 四、 --- 本論文的目的與結構 --- p.20 / Chapter 第二章： --- 明道的歷史觀 --- p.23 / Chapter 一、 --- 引言：儒家歷史觀的特質 --- p.23 / Chapter 二、 --- 明道對唐虞三代之崇尚 --- p.30 / Chapter 三、 --- 明道論唐虞三代之微意及對漢唐之態度 --- p.36 / Chapter 四、 --- 稽古而不泥於古：總結「倒退論」與「復古論」解釋之不當 --- p.45 / Chapter 第三章： --- 明道的史學思想 --- p.50 / Chapter 一、 --- 爲何治史´ؤ´ؤ明道論史學活動的目的 --- p.50 / Chapter 二、 --- 何謂史學´ؤ´ؤ明道論史學活動的本質 --- p.59 / Chapter 第四章： --- 思入風雲變態中´ؤ´ؤ明道論人生實踐的歷史性 --- p.69 / Chapter 一、 --- 引言：本章問題之提出 --- p.69 / Chapter 二、 --- 「理一分殊」的睿識 --- p.71 / Chapter 三、 --- 明道論人生踐履的時代性與處境性：「識時」與「時中」 --- p.77 / Chapter 四、 --- 明道論「理一分殊」原則 --- p.83 / 參考書目 --- p.93