ERIC Number: EJ1022381
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 48
Negotiating the Process of Historical Empathy
Endacott, Jason L.
Theory and Research in Social Education, v42 n1 p4-34 2014
Historical empathy scholarship has evolved to the point where further progress necessitates empirical examinations from a variety of perspectives. Prior studies on historical empathy have largely focused on teachers' pedagogical approach and student outcomes. This qualitative study focuses on students as they engage in the process of historical empathy to deepen our understanding of how they reach desired curricular and dispositional outcomes. Using an updated theoretical and instructional model for historical empathy as a cognitive-affective construct, a group of high school students engaged in historical empathy to better understand Harry Truman's decision to deploy the atomic bombs at the end of World War II. Results suggest that students are greatly influenced by identification, modern perspectives, shared human experience, and affective connections when engaging in historical empathy. The findings hold implications for developing historical understanding and dispositional appreciation for the past.
Descriptors: Empathy, Decision Making, War, Weapons, High School Students, History Instruction, Teaching Methods, Instructional Effectiveness, Student Attitudes, United States History, Thinking Skills, Group Discussion, Video Technology, Constructivism (Learning), Perspective Taking, Cognitive Processes, Qualitative Research, Case Studies, Grade 11, Participant Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Grade 11
Authoring Institution: N/A