The purpose of this qualitative interview study is to understand junior high school students' perception of the use of historical video games for learning and from this identify and analyze how the students perceives story-driven historical games in relation to developing historical empathy and a sense of history. The study also seeks to understand student’s perception of potential challenges with using historical digital games for learning purposes. The theoretical basis of the study is grounded in a history didactic perspective on game-based learning and a genealogical approach to history. The study uses semi-structured interviews with five junior high school students aged fourteen to fifteen years. The study found that all of the students who participated in the study had a perception that historical games may increase students’ understanding of history and that the increased sense of understanding takes place above all through the games ability to let students immerse themselves in the games story. Furthermore, the study shows that most students had a perception that the games allowed them to be virtually present in history, which can help students view the world and the people in it from different perspectives, to reflect on history, see connections between different historical events and to form their own thoughts about history. Perceptions of several potential challenges with using the games as teaching aids were also found. The most distinctive challenges according to the students were an increased distractibility, requirements for prior knowledge and interest in the games, structural challenges, and a perceived lack of historical accuracy in the games.

The objective of this study was to gain knowledge concerning what up-per secondary students need to learn to be able to construct historical explanations while working with historical sources. The study also explored how teaching could be designed to enhance student’s capabilities. The history didactical framework took its departure in the British Historical Thinking-tradition and the methodology was based on Learning Study, an iterative research method for analysis and enhancement of teaching and learning. Empirical data originates from one Learning Study undertaken in an upper secondary school performed in cooperation with three teachers teaching three different classes. The bulk of data consists of student interviews, video recordings from research lessons and essay texts performed by the students before and after research lessons. Variation Theory was used to analyse teaching and learning with the purpose to identify critical aspects of what characterizes the capabilities and what the students needed to learn to reason about causation, interpret and use historical sources. The historical content was framed on the late 19th century phenomenon known as The Scramble for Africa where the students were supposed to reason on the causes for thescramble while working with a variety of primary sources. The methodological design of the research-lessons was based on a combination of principles from Variation Theory and Learning Activity with the ambition to form an educational practice that would allow students to discern the critical aspects and advance their learning. The results show that the students who participated in this study needed to distinguish the following critical aspects to be able to construct Historical Explanations when working with sources: Cause To distinguish temporal aspects of historical change not to confuse causes and consequences. To distinguish that historical change are caused by societal structures and intervention by historical actors and do not occur by itself. To distinguish that historical change predominantly have their origin in several causes and cannot be reduced to single causes. To distinguish that historical explanations need support from evidence. Interpret and Use Historical Sources To asses sources critically rather than view them as neutral information. To contextualize sources to avoid presentism and literal interpretations. To corroborate sources to be able to validate claims and present different perspectives in a historical explanation. To see that values and limitations of sources depend on the historical questions we seek an answer to. To distinguish the difference between authentic sources and reliable claims.

Uppsatsen diskuterar fem historielärares erfarenhet av att arbeta med skönlitteratur ihistorieundervisningen samt deras syn på dess användbarhet och roll i historieämnet.Studien har använt en kvalitativ metod och det empiriska materialet har bestått av femintervjuer med fem olika historielärare. Materialet har transkriberats och genomgått bådesortering samt reducering med hjälp av kodning där erfarenheter av att använda skönlitteratur ihistorieundervisningen på gymnasiet, hur skönlitteratur använts samt vilka möjligheter ochsvårigheter som finns med att arbeta med skönlitteratur i historieundervisningen var det somsöktes. Resultatet analyserades med hjälp av tidigare forskning samt tre begrepp, historisksignifikans, historiskt perspektiv samt evidens, från Seixas och Mortons teori kring historiskttänkande.Resultatet visar hur de fem lärarna arbetat med skönlitteratur i historieundervisningen ochde många fördelar som finns med skönlitteratur i historieundervisningen. Framför alltskönlitteraturens möjligheter att skapa ett intresse för ämnet hos eleverna, möjligheter att arbetamed källkritik och historiebruk samt för att hjälpa elever att utveckla sitt historiskaperspektivtagande sågs som positivt. Den stora svårighet som nämndes var den tidsbrist somfinns i historieämnet på gymnasienivå vilket har lett till att skönlitteraturen inte används i denutsträckning som hade önskats av lärarna. / This paper discusses five history teachers experience working with fiction in history teachingas well as their views on its usefulness and role in the subject of history.The study has used a qualitative method and the empirical material has consisted of fiveinterviews with five different history teachers. The material has been transcribed and then beensorted and reduced with the help of coding, where experiences of using fiction in historyteaching at upper secondary school, how fiction has been used and what opportunities anddifficulties there are in working with fiction in history teaching were what was sought. Theresult was analyzed using previous research and three concepts, historical significance,historical perspective, and evidence, from Seixas and Morton’s theory of historical thinking.The result shows how the five teachers worked with fiction in history teaching and themany advantages of using fiction in history teaching. Above all, fiction’s opportunities to createan interest in the subject among the students, opportunities to work with source criticism andthe use of history and to help the students develop their historical perspective-taking were seenas positive. The major difficulty that was mentioned was the lack of time in the history subjectat upper secondary school level, which led to fiction not being used to the extent that mighthave been desired by the teachers.

This contribution shares Ulrich Brand's reliance on critical theories of the state and hegemony. Based on three points of criti-cism, the author argues for a better elaboration of the context of policy making. First, he proposes to consider a broader range of theoretical currents than the interpretive accounts introduced by Brand: (1) A strategic-relational interpretation of historical institutionalism will be introduced, (2) featuring the concept of "periodisation" for a systematic understanding of historically evolving structures. In addition to the introduction of a broader range of theoretical currents, (3) Brand's proposed concept of "selectivities" will be further refined and specified to be better able to grasp the workings of the "institutional condensation of the correlation of forces" in the policy cycle. The proposed conceptualisation of historical-materialist policy analysis will be exemplified by a short stylised example of research on equalityoriented policies in South Africa. (author's abstract)

No description available.

One of the most long-standing and controversial questions in historical Jesus research is that of whether Jesus was a Davidic messianic figure. This question is part of the broader ‘messianic question’, i.e., the question of whether Jesus thought of himself as a messiah and, if so, in what sense. Virtually every comprehensive work on the historical Jesus addresses this more focused Davidic messianic question at some point, as do numerous journal articles and essays in edited volumes. However, detailed studies devoted to this particular question are lacking. This dissertation is my attempt at such a study. I will divide this dissertation into two parts, each of which I believe offers a significant contribution to scholarship. The first, ‘Challenging the Status Quo’, will highlight three trends that I believe have dominated recent research on the Davidic messianic question with the aim being to demonstrate that the manner in which scholars have gone about answering this question is significantly problematic and that a fresh approach is therefore needed. I will then offer an approach that I believe will meet this need. The second part of this study, ‘The Making of Jesus the Davidic Messiah’, is where I will attempt to implement the fresh approach that I will have offered. More specifically, I will attempt to determine whether Jesus’ inner circle of disciples, i.e., the Twelve, viewed him as the Davidic Messiah and how Jesus behaved in response to this view. This group dynamic of which Jesus was a part will then serve as the basis on which I will offer my answer to the Davidic messianic question. In the end, examining this interplay between Jesus and the Twelve leads me to conclude that the historical Jesus was, in fact, a Davidic messianic figure. It would be ideal if I could convince others of this and perhaps move scholars closer to a consensus. However, even if I cannot accomplish this, it is my hope that this study will at least continue to move research on the Davidic messianic question forward.

The Renaissance festival is an interactive venue which utilizes popular and fantastic views of history to encourage audience members to participate in the performance. While these festivals share much in common with living history presentations, the open use of myth and romanticized history at the Renaissance festival, while sometimes criticized, allows the festivals to incorporate people in the performance in ways that other venues cannot. Living histories, usually heritage sites, seek to confirm and validate identity or membership within a specific community. Their methods of presentation leave little room for playing with or questioning these historically predetermined roles. The Renaissance festival, based as it is in a much earlier history and a romanticized one at that, creates more flexible group and individual identification. Because the Renaissance festival encourages the exploration of identity and community beyond those determined by the history of the historical performance, it carries the potential to change the ways in which individuals view themselves, performance, history, and community. It does so through encouraging new constructions of identity for the individual as well as new group affiliations based on interpersonal interactions, commerce, and myth. These will be viewed through the use of three case studies of the Scarborough Faire, Texas Renaissance Festival, and Michigan Renaissance Festival. Participation in these performances can encourage a questioning of how community and identity can be built and what they mean. / text

Some such as Schwink (2004) have analyzed diachronic developments in Germanic gender as a whole, while others like Steinmetz (1985, 2001) and Trosterud (2006) have looked at diachronic changes in grammatical gender in the North Germanic languages. Specifically within the history of Icelandic, Steinmetz and Trosterud both argue for a neuter-default gender system for Old Norse (and for Modern Icelandic). This report looks at loan words from the Old Norse period drawn from historical sources, such as the Heimskringla (History of the Kings of Norway) and Laxdœla Saga, and compares their gender assignment then with their gender in Modern Icelandic in order to see if any of their originally assigned genders changed in the modern language. That none of the loans analyzed in this report changed their gender assignment from neuter to masculine as in West Germanic supports Steinmetz' and Trosterud's notions of Icelandic having a neuter-default gender system. These findings also support Schwink's view (2004:99), when he writes that Icelandic's gender system remains relatively unchanged from that of Old Norse. / text

This study asks if the historical Jesus was ever a disciple of John the Baptist, where by ‘disciple’ is meant someone who would have been in a close personal relationship to John as their leader and teacher, and who would have spent considerable time in his presence. The current majority view of scholars is that Jesus is likely to have been John’s disciple at some time before beginning his own ministry (and in the opinion of some, during the early part of his ministry too). However, this study argues that, although we cannot be sure, he is actually unlikely to have chosen to submit himself to John in this way. Reasons are provided for believing that, even early in his ministry, Jesus had a profound confidence in his (sometimes distinctive) beliefs across a range of religious issues, including those beliefs that had to do with his own extremely important place in God’s plan. It is argued too that if Jesus was ever John’s disciple, he would very probably have to have first become his disciple no more than a matter of months before beginning his own ministry. The shortness of the time in which his confidence in his religious beliefs could have developed means that, during the period in which any potential discipleship would have begun, it is probable that Jesus had at least a fairly deep assurance about what he believed in religious matters, including what he believed concerning his own crucial place in God’s plan. This assurance makes it unlikely that he would have wished to become John’s disciple. Further – related – reasons for thinking that Jesus’ discipleship is historically unlikely are also provided. These are (a) that Jesus may well have had a spiritual experience at the time of his baptism (before any discipleship could have occurred), something that would not have cohered well with a decision then to become John’s disciple; and (b) that Jesus may have spent time alone in the wilderness very soon after his baptism. In addition to presenting these arguments against Jesus’ discipleship, most of the study involves detailed examination of the most cogent arguments that have been used to support the view that Jesus was once John’s disciple. It finds that even the strongest of these are relatively weak.

History as a school subject confronts a child with events, motives for action, and moral dilemmas, demanding a high level of abstract reasoning. Before the child reaches the cognitive stage of formal operations (14 years), his abstract reasoning is limited and egocentric in terms of time concept and social consciousness. To supplement this lack of abstraction, it seems necessary to enrich the teaching of history by means of substitute experiences. In an analysis of different teaching methods, it was found that abstract historical facts become more palatable to the pupil when historical novels are used to replace direct experience. The pupil thus identifies with the historical character of his own age group, and encounters history on a human level, because an emotional involvement with the facts has taken place. If a historical novel is to be utilized successfully it must therefore be more than a feebly romanticized, and superficial account of historical facts. Such a novel should capture the exact atmosphere of a specific era. It should attain a delicate balance between fact and fiction, gripping intrigue and real life characters in order to form an emotional bridge between reality and abstract historical facts. In reviewing South African history from 1488 to 1915, it seems that the fiction possibilities of this era have been adequately exploited. Novelists have however given preference to events of a more spectacular nature. More attention and focus has been given to novels for older children and teenagers. There is a great variety of these novels, enabling the pupil of middle childhood and adolescence to identify with the characters, thus experiencing universal needs and universal problems. The natural affinity for fantasy of early childhood has however not been utilized fully. The historical novel concerning the history of indigenous race groups is scantily represented. This jeopardizes the employment of historical novels in promoting positive attitudes towards other races and meaningful co-existence in South Africa. / MBibl, PU vir CHO, 1985