Didactics and philosophy of history in the 21st century: new challenges for thinking about history teaching
DOI:
https://doi.org/10.5007/2175-795X.2025.e105053Keywords:
Contemporary philosophy of history, History teaching, Teaching practices’ analysisAbstract
Along the lines of a previously published article (focusing on the innovations of the philosophy of history of the 20th century), this article takes aim at the possible relationships between history teaching practice analysis and the innovations of the philosophy of history of the 21st century. It address successively the issues related to the possibilities of historiography to represent the past, the new ways of focusing on historical time –not always necessarily linear– which implies for some authors the presence, real or ghostly, of the past in the present. The article especially ponders the possibilities opened by said approaches in the field the analysis of teaching history practice. On the other hand, it will address the ways in which these possibilities are not always compatible with the classroom experience, both in the way of focusing on the discursive aspects that run through the work of teaching –and learning– history, as well as in the temporal issues that play between presence and absence, of the past in the present, of the present in the view of the past and its possible projections towards the future.
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