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ERIC Number: EJ854189
Record Type: Journal
Publication Date: 2009
Pages: 22
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0885-985X
Historical Empathy in the Social Studies Classroom: A Review of the Literature
Brooks, Sarah
Journal of Social Studies Research, v33 n2 p213-234 Fall 2009
In the field of history education, researchers and practitioners frequently demonstrate a keen interest in historical empathy. However, very little consensus exists concerning the meaning of the term. In an effort to make sense of the continuing debate, this article explores the competing conceptualizations of historical empathy found in the history education literature of the past decade. Discussion of recent theoretical work is coupled with a review of the numerous empirical studies, which have sought to shed light on the various factors that impact students' development of historical empathy. This article examines the answers that have been posited to the following questions and, in so doing, reveals where further research is needed: What capacity do K-12 students possess for historical empathy? What obstacles hinder them from demonstrating empathetic regard? What pedagogical practices promote the development of empathy? How do teachers navigate the decisions they face as they seek to cultivate empathy in their classrooms?
International Society for the Social Studies. University of Central Florida College of Education, Suite 123M P.O. Box 161250, Orlando, FL 32816. e-mail:, Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A