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ERIC Number: EJ791647
Record Type: Journal
Publication Date: 2007-May
Pages: 8
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0018-2745
Historical Empathy and Its Implications for Classroom Practices in Schools
Yilmaz, Kaya
History Teacher, v40 n3 p331-338 May 2007
Many research studies have shown how students engage with historical documents, make sense of the past, and develop historical understanding to construct their own historical knowledge. Some of these studies have dealt specifically with empathy. The author defines empathy or historical imagination as the ability to see and judge the past in its own terms by trying to understand the mentality, frames of reference, beliefs, values, intentions, and actions of historical agents using a variety of historical evidence. Empathy is the skill to re-enact the thought of a historical agent in one's mind or the ability to view the world as it was seen by the people in the past without imposing today's values on the past. This article aims to synthesize the scholarly literature about empathy, drawing on the works of both past and recent scholarship in history education. It shows how educational researchers and disciplinary historians have viewed, discussed, and studied the notion of historical empathy at both the theoretical and the empirical levels. It first pinpoints the conceptual issues surrounding the term and then moves on to explain the efforts to translate the term from theory into practice. (Contains 27 notes.)
Society for History Education. California State University, Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A