När då- och nutiden gifter sig, står framtiden bredvid och tittar på : En studie om lärares syn på relationen mellan dåtid, nutid och framtid
Sammanfattning: What has happened affects our lives as well as our actions; the past is inseparably connected to the present and to the future. Although this relation exists, it is not that simple to bring it up when teaching history. However, if that is never done, the subject might be considered irrelevant. This study aims therefore to research in what way history teachers create a relation between past, present and future in their teaching, and how they look upon this issue. To make these dimensions in time visible in an empiricist analysis, the theory starts from the concept of historical consciousness. Historical consciousness is a mental process within each person, where reflections of the past create an understanding of the contemporary, thus creating conceptions of the future. The empirics have been gathered through semi structural interviews with three teachers at upper secondary school, that all are interested in – as well as working with – historical consciousness. The tools of analysis are Klas-Göran Karlsson’s historical mental operation “historiska tankeoperation” and the critical narrative of Jörn Rüsen’s typology of historical narrations. The result suggests four different strategies of teaching that can be utilized to create a relation between the three dimensions of time. (1) Future scenarios may be discussed from historical courses of events and lines of development. (2) History may be used to draw conclusions and to learn from. (3) Historical consciousness may be made visible through reflections of how our individual experiences affect our lives today, and how they affect our future actions. (4) Alternative interpretations and narratives about the past may be used to affect, or to change, the students’ conception of something today or/and in the future.
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