„from historical consciousness to historical competencies“ andreas körber (hamburg) neuengamme,...

„From Historical Consciousness to Historical Competencies“

Andreas Körber (Hamburg)Neuengamme, October 31st, 2009

do not quote 2Andreas Körber; Oslo, November, 6th, 2008Prof. Dr. Andreas Körber

Outline

Introduction The concept of „Historical Consciousness“ - assets

and limits Historical Competencies as a differentiation of the

„abilities and skills portion“ of HC A competence model

A process model of historical thinking Re- and De-Construction Dimensions of historical competencies Levels of historical competencies

Conclusions


The concept of Historical Consciousness – assets HC has

helped German History Didactics to develop a particular scientific profile and out of an (self-)image of a mere doctrine.

helped focus didactical theory, research and discussion on the empirical forms and structures of historical thought and thinking in society.

helped to direct didactic thought towards recognition of multiple perspectives and narrative forms of orientation


The concept of Historical Consciousness – assets (2) HC has ...

helped to develop and embrace new thematic dimensions for teaching (like history of gender, environment) and didactics (like intercultural didactics)

(only partly) helped re-directing the teaching of history from knowledge-transmission towards teaching and learning autonomous thinking


The concept of Historical Consciousness – limits (1) The concepts of HC has not ...

defended the modern didactical thought against material/objectivist notions of singular correct forms of historical knowledge,

provided the discipline with a clear and uncontested structural model, differentiating between insights, attitudes, knowledge (of different forms), dispositions, abilities and skills,


The concept of Historical Consciousness – limits (2)

proven the right concept to embrace both new pedagogical trends and questions reflecting

societal differences and the new ‘pedagogical’/’administrative’ trend to focus on

measuring ‘educational outcome’. The concept of Historical Consciousness was not to

be abandoned, but to be complemented by structurally more specific models of historical thinking.


Process Model of Historical Thinking (Hasberg/Körber 2003)


Focus „past“ focus„history“

focus„present/future“

Handlingthepast

„re-constructio

n“

analysing „particles of the

past“ from original sour ces

contextualising „particles of the past“ connecting re-constructed

contexts to the own present and future

a) syn chronically(structures)

b) dia chronically(developments)

perception interpretation orientationHandlingHistory

„de-constructio

n“

analysing „particles of the

past“ from historical narratives

a) syn chronically(structures)

b) dia chronically(developments)

analysing historical narratives for their offers of orien tation

analysing contextualisations in historical narratives

The 6-Field-Matrix of FUER (simplified)


Areas/Dimensions of Historical Competencies

H is to ric a lIn q u i r in g

C o m p e te n c e (s )

C om petence(s)o f H isto rica lO rien ta tion

H is to r ic a lsu b je c t

C o m p e te n c e ( s )

H isto ric a lM eth o d ic a l

C o m p eten ce (s)


Core-Competencies

HistoricalInquiring

Competencies

HistoricalMethodical

Competencies

CompetenciesofHistoricalOrientation

HistoricalSubject

Competencies

C.

tof

orm

ula

te

his

tori

cal

qu

est

ion

s

C.

toi

den

tify

an

da

nal

yse

his

tori

cal

qu

est

ion

s

Re-

con

stru

ctiv

eco

mp

eten

ce

De-

con

stru

ctiv

eco

mp

eten

ce

C.

tor

efle

cta

nd

ex

pan

dt

he

un

de

r-st

and

ing

of

oth

ers/

wo

rld

(al

teri

ty)

Co

mp

eten

cet

or

e-o

rgan

ise

Th

eh

isto

rica

lco

nsc

iou

sne

ss

C.

tor

efle

cta

nd

ex

pan

do

ne’

sse

lf-

un

der

stan

din

g(

iden

tity

)

C.

tor

efle

cta

nd

ex

pan

do

ne’

sd

isp

osi

tio

ns

of

acti

on

(p

ract

ice)

Co

nce

ptu

alc

om

pe

ten

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Str

uct

uri

ng

co

mp

eten

ce

Transl.: A.Körber 2008


3 main Levels of historical competencies

Basic level: „a-conventional” Operations in all dimensions of historical competencies

are performed without the command of any concepts, formulae, procedures etc., provided and used by „society” (or a societal group). The historical thinking is solitary.

Intermediate level: „conventional” Operations in all dimensions of historical competencies

are performed with the ability to use concepts, fomulae, procedures etc., provided and used by society (or a societal group). The historical thinking is connective.

Elaborate level: Operations in all dimensions of historical competencies

are performed with the ability to use concepts, fomulae, procedures etc., provided and used by society (or a societal group) and to critically reflect (and alter) them. The historical thinking is reflective.


Conclusions

History Didactics will and should still focus on „Historical Consciousness”, but in a more structured way.

History Teaching should more clearly be focused on enabling pupils/students to (further) develop skills of (autonomous) historical thinking.

The concept of (Historical) Competencies (in the version discussed as a basis of performance standards) is a valuable tool for this task.


Conclusions (2)

Standardization should, however, be avoided resp. restricted to small portions.

Historical Competencies embrace the whole range of abilities and skills necessary for autonomous thinking – both in a re-constructive and a de-constructive way.

„from historical consciousness to historical competencies“ andreas körber (hamburg) neuengamme,...

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specific models of historical

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teaching of history

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