‘But It Might Not Just Be Their Political Views’: Using Jörn Rüsen’s ‘Disciplinary Matrix’ To Develop Understandings Of Historical Interpretation
Resumo
This paper focuses on teaching and learning about historical interpretations and accounts. Jörn Rüsen’s ‘disciplinary matrix’ has been much discussed in research and pedagogic literature in history education. This paper explores how the ‘matrix’ can be used as a tool for exploring and evaluating student thinking about historical interpretations by examining interview data on this issue collected from English 16-19 year-old students. The ‘matrix’ is also used to reflect on pedagogic strategies that aim to develop student thinking. An example of a pedagogic strategy that aimed to develop conceptual dimensions of student thinking is described and evaluated and future edirections for research and practice are suggested.
Referências
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BANHAM, D. and Hall, R. ‘JFK: the medium, the message and the myth’.
Teaching History 113, pp.6-12, 2003.
BOOTH, A. ‘The making of history teaching in 20th-century British higher
education’. London: Institute of Historical Research, 2008. Available at:http://
www.history.ac.uk/makinghistory/resources/articles/teaching_of_history.html
______. ‘Worlds in collision: university tutor and student perspectives on the
transition to degree level history’. Teaching History 121, pp.14-19, 2005.
BRADSHAW, M. ‘Creating controversy in the classroom: making progress with
historical significance’. Teaching History 125, pp.18-25, 2006.CHAPMAN, A. Towards an Interpretations Heuristic: A case study exploration of
16–19-year-old students’ ideas about explaining variations in historical accounts.
Unpublished EdD thesis. University of London, Institute of Education, 2009a.
______. Supporting high achievement and transition to higher education
through history virtual academies. Warwick: History Subject Centre, 2009b.
Available online at: http://www2.warwick.ac.uk/fac/cross_fac/heahistory/
elibrary/internal/cs_chapman_highachievement_20091001.
______. ‘Twist and Shout? Developing Sixth Form Students Thinking about
Historical Interpretation’, Teaching History , 142, pp.24-33, 2011.
______. ‘’They have come to differing opinions because of their differing
interpretations’: Developing 16-19 year-old English Students’ Understandings
of Historical Interpretation through Online Inter-institutional Discussion’,
International Journal of Historical Learning Teaching and Research 11 (1),
pp.188-214, 2012.
CHAPMAN, A. and FACEY, J. ‘Placing history: territory, story, identity – and
historical consciousness’. Teaching History 116, pp.36-41, 2004.
CHAPMAN, A., ELLIOTT, G. and POOLE, R. The History Virtual Academy
Project: Facilitating inter and intra-sector dialogue and knowledge transfer
through online collaboration. Warwick: History Subject Centre, 2012. Available
at: http://www2.warwick.ac.uk/fac/cross_fac/heahistory/elibrary/internal/
br_chapman_hva_20120117/
COUNSELL, C. ‘Looking through a Josephine-Butler-shaped window: focusing pupils’
thinking on historical significance’. Teaching History 114, pp.30-36, 2004.
DEPARTMENT FOR EDUCATION (DfE). National curriculum in England:
history programmes of study. London: Department for Education, 2013.
Available at: https://www.gov.uk/government/publications/national-curriculumin-england-history-programmes-of-study/national-curriculum-in-englandhistory-programmes-of-study.
FORDHAM, M. ‘Slaying dragons and sorcerers in Year 12: in search of historical
argument’. Teaching History , 129, pp.31–8, 2007.
HAMMOND, K. ‘Teaching Year 9 about historical theories and methods’.
Teaching History 128, pp.4-10, 2007.
HAYDN, T., Arthur, J., Hunt, M. and Stephen, A. Learning to Teach History in the
Secondary School: A Companion to School Experience. London: Routledge, 2008.
HOWELLS, G. ‘Interpretations and history teaching: why Ronald Hutton’s
Debates in Stuart History matters’. Teaching History 121, pp.29-35, 2005.
JENKINS, K. Re-thinking History. London: Routledge, 1991.______. ‘Introduction: on being open about our closures’, in Jenkins, K. (Ed.)
The Postmodern History Reader. London: Routledge, 1997.
LEE, P.J. ‘‘Walking backwards into tomorrow’ Historical consciousness and
understanding history.’ Paper given at the Annual Meeting of the American
Educational Research Association, New Orleans, 1-5th April 2002. Available
at: http://www.cshc.ubc.ca/papers/Lee-Peter-93.pdf.
______. ‘Understanding History’ in P. Seixas (Ed.) Theorizing Historical Consciousness.
New Toronto, Buffalo and London: University of Toronto Press, 2004.
______. ‘Historical Literacy: Theory and Research’. International Journal of
Historical Learning, Teaching and Research, 5(2), 2005. Available at: http://
centres.exeter.ac.uk/historyresource/journal9/papers/lee.pdf.
LEE, P.J. and SHEMILT, D. ‘A scaffold, not a cage: progression and progression
models in history’. Teaching History 113, pp.13-23, 2003.
______. ‘‘I just wish we could go back in the past and find out what really
happened’: progression in understanding about historical accounts’. Teaching
History 117, pp.25-31, 2004.
LOWENTHAL, D. The Past is a Foreign Country. Cambridge: Cambridge
University Press, 1985.
MANDLER, P History and National Life. London: Profile Books, 2002.
MASTIN, S. and Wallace, P. ‘Why don’t the Chinese play cricket? Rethinking
progression in historical interpretations through the British Empire’. Teaching
History 122, pp.6-14, 2006.
MCALEAVY, T. ‘Using Attainment Targets in Key Stage 3: AT2, Interpretations
of History’. Teaching History 72, pp.14-17, 1993.
______. ‘Teaching about interpretations’, in J.Arthur and R.Phillips (Eds.) (2000)
Issues in History Teaching London: Routledge, 2000.
______. ‘Interpretations of History’, in in M. Riley and R.Harris (Eds.)
Past Forward: A Vision for School History 2002–2012. London: Historical
Association, 2003.
MEGILL, A. ‘Jörn Rüsen’s Theory of Historiography between Modernism and
Rhetoric of Inquiry’, History and Theory, 33(1), pp.39-60, 1994.
______. Historical Knowledge / Historical Error: A contemporary guide to
practice. Chicago: University of Chicago Press, 2007.
MOORE, R. ‘Using the Internet to teach about interpretations in Years 9 and
12’. Teaching History , 101, pp.35-39, 2000.
OAKESHOTT, M. Rationalism in Politics and Other Essays. Indianapolis: The
Liberty Fund, 1991.______. On History and Other Essays. Indianapolis: The Liberty Fund, 1999.
OFFICE FOR STANDARDS IN QUALIFICATIONS (Ofqual). GCE AS and A Level
Subject Criteria for History p.5. Coventry: Ofqual, 2011. Available at: http://
ofqual.gov.uk/documents/gce-as-and-a-level-subject-criteria-for-history/
______. GCSE Subject Criteria for History p.5. Coventry: Ofqual, 2012. Available
at: http://ofqual.gov.uk/documents/gcse-subject-criteria-for-history/
OLICK, J., Vinitzky-Seroussi, V, & Levy, D. (eds.) The Collective Memory Reader
New York, Oxford University Press USA, 2011.
PHILLIPS, R. ‘Historical significance: the forgotten ‘key element’?’ Teaching
History 106, pp.14-19, 2002.
ROGERS, P.J. The New History: Theory into Practice. London: The Historical
Association, 1979.
RÜSEN, J. History: Narration, Interpretation, Orientation. New York and Oxford:
Berghahn Books, 2005.
SAMUEL, R. Theatres of Memory: Past and Present in Contemporary Culture.
London and New York: Verso, 1994.
______. Theatres of Memory, Volume 1: Past and Present in Contemporary
Culture London and New York, Verso, 1994.
SEIXAS, P. ‘Historical Consciousness: The Progress of Knowledge in a
Post-progressive Age’, in J.Straub (Ed.) Narration, Identity and Historical
Consciousness. New York and Oxford: Berghahn Books, 2005.
______. (ed.) Theorizing Historical Consciousness. New Toronto, Buffalo and
London: University of Toronto Press, 2004.
SEIXAS, P. and CLARK, P. ‘Murals as Monuments: Students’ Ideas about
Depictions of Civilization in British Columbia’. American Journal of Education,
110(2), pp.146-171, 2004.
SINCLAIR, Y. ‘Teaching Historical Interpretations’, in M. Hunt (Ed.) A Practical Guide
to Teaching History in the Secondary School. Abingdon: Routledge, 2007.
WARD, R. ‘Duffy’s devices: teaching Year 13 to read and write’.Teaching
History 124, pp.9-15, 2006.
WRENN, A. ‘‘Who, after all, speaks today of the annihilation of the
Armenians?’’. Teaching History 104, pp.54-58, 2001.
Press, 2002.
BANHAM, D. and Hall, R. ‘JFK: the medium, the message and the myth’.
Teaching History 113, pp.6-12, 2003.
BOOTH, A. ‘The making of history teaching in 20th-century British higher
education’. London: Institute of Historical Research, 2008. Available at:http://
www.history.ac.uk/makinghistory/resources/articles/teaching_of_history.html
______. ‘Worlds in collision: university tutor and student perspectives on the
transition to degree level history’. Teaching History 121, pp.14-19, 2005.
BRADSHAW, M. ‘Creating controversy in the classroom: making progress with
historical significance’. Teaching History 125, pp.18-25, 2006.CHAPMAN, A. Towards an Interpretations Heuristic: A case study exploration of
16–19-year-old students’ ideas about explaining variations in historical accounts.
Unpublished EdD thesis. University of London, Institute of Education, 2009a.
______. Supporting high achievement and transition to higher education
through history virtual academies. Warwick: History Subject Centre, 2009b.
Available online at: http://www2.warwick.ac.uk/fac/cross_fac/heahistory/
elibrary/internal/cs_chapman_highachievement_20091001.
______. ‘Twist and Shout? Developing Sixth Form Students Thinking about
Historical Interpretation’, Teaching History , 142, pp.24-33, 2011.
______. ‘’They have come to differing opinions because of their differing
interpretations’: Developing 16-19 year-old English Students’ Understandings
of Historical Interpretation through Online Inter-institutional Discussion’,
International Journal of Historical Learning Teaching and Research 11 (1),
pp.188-214, 2012.
CHAPMAN, A. and FACEY, J. ‘Placing history: territory, story, identity – and
historical consciousness’. Teaching History 116, pp.36-41, 2004.
CHAPMAN, A., ELLIOTT, G. and POOLE, R. The History Virtual Academy
Project: Facilitating inter and intra-sector dialogue and knowledge transfer
through online collaboration. Warwick: History Subject Centre, 2012. Available
at: http://www2.warwick.ac.uk/fac/cross_fac/heahistory/elibrary/internal/
br_chapman_hva_20120117/
COUNSELL, C. ‘Looking through a Josephine-Butler-shaped window: focusing pupils’
thinking on historical significance’. Teaching History 114, pp.30-36, 2004.
DEPARTMENT FOR EDUCATION (DfE). National curriculum in England:
history programmes of study. London: Department for Education, 2013.
Available at: https://www.gov.uk/government/publications/national-curriculumin-england-history-programmes-of-study/national-curriculum-in-englandhistory-programmes-of-study.
FORDHAM, M. ‘Slaying dragons and sorcerers in Year 12: in search of historical
argument’. Teaching History , 129, pp.31–8, 2007.
HAMMOND, K. ‘Teaching Year 9 about historical theories and methods’.
Teaching History 128, pp.4-10, 2007.
HAYDN, T., Arthur, J., Hunt, M. and Stephen, A. Learning to Teach History in the
Secondary School: A Companion to School Experience. London: Routledge, 2008.
HOWELLS, G. ‘Interpretations and history teaching: why Ronald Hutton’s
Debates in Stuart History matters’. Teaching History 121, pp.29-35, 2005.
JENKINS, K. Re-thinking History. London: Routledge, 1991.______. ‘Introduction: on being open about our closures’, in Jenkins, K. (Ed.)
The Postmodern History Reader. London: Routledge, 1997.
LEE, P.J. ‘‘Walking backwards into tomorrow’ Historical consciousness and
understanding history.’ Paper given at the Annual Meeting of the American
Educational Research Association, New Orleans, 1-5th April 2002. Available
at: http://www.cshc.ubc.ca/papers/Lee-Peter-93.pdf.
______. ‘Understanding History’ in P. Seixas (Ed.) Theorizing Historical Consciousness.
New Toronto, Buffalo and London: University of Toronto Press, 2004.
______. ‘Historical Literacy: Theory and Research’. International Journal of
Historical Learning, Teaching and Research, 5(2), 2005. Available at: http://
centres.exeter.ac.uk/historyresource/journal9/papers/lee.pdf.
LEE, P.J. and SHEMILT, D. ‘A scaffold, not a cage: progression and progression
models in history’. Teaching History 113, pp.13-23, 2003.
______. ‘‘I just wish we could go back in the past and find out what really
happened’: progression in understanding about historical accounts’. Teaching
History 117, pp.25-31, 2004.
LOWENTHAL, D. The Past is a Foreign Country. Cambridge: Cambridge
University Press, 1985.
MANDLER, P History and National Life. London: Profile Books, 2002.
MASTIN, S. and Wallace, P. ‘Why don’t the Chinese play cricket? Rethinking
progression in historical interpretations through the British Empire’. Teaching
History 122, pp.6-14, 2006.
MCALEAVY, T. ‘Using Attainment Targets in Key Stage 3: AT2, Interpretations
of History’. Teaching History 72, pp.14-17, 1993.
______. ‘Teaching about interpretations’, in J.Arthur and R.Phillips (Eds.) (2000)
Issues in History Teaching London: Routledge, 2000.
______. ‘Interpretations of History’, in in M. Riley and R.Harris (Eds.)
Past Forward: A Vision for School History 2002–2012. London: Historical
Association, 2003.
MEGILL, A. ‘Jörn Rüsen’s Theory of Historiography between Modernism and
Rhetoric of Inquiry’, History and Theory, 33(1), pp.39-60, 1994.
______. Historical Knowledge / Historical Error: A contemporary guide to
practice. Chicago: University of Chicago Press, 2007.
MOORE, R. ‘Using the Internet to teach about interpretations in Years 9 and
12’. Teaching History , 101, pp.35-39, 2000.
OAKESHOTT, M. Rationalism in Politics and Other Essays. Indianapolis: The
Liberty Fund, 1991.______. On History and Other Essays. Indianapolis: The Liberty Fund, 1999.
OFFICE FOR STANDARDS IN QUALIFICATIONS (Ofqual). GCE AS and A Level
Subject Criteria for History p.5. Coventry: Ofqual, 2011. Available at: http://
ofqual.gov.uk/documents/gce-as-and-a-level-subject-criteria-for-history/
______. GCSE Subject Criteria for History p.5. Coventry: Ofqual, 2012. Available
at: http://ofqual.gov.uk/documents/gcse-subject-criteria-for-history/
OLICK, J., Vinitzky-Seroussi, V, & Levy, D. (eds.) The Collective Memory Reader
New York, Oxford University Press USA, 2011.
PHILLIPS, R. ‘Historical significance: the forgotten ‘key element’?’ Teaching
History 106, pp.14-19, 2002.
ROGERS, P.J. The New History: Theory into Practice. London: The Historical
Association, 1979.
RÜSEN, J. History: Narration, Interpretation, Orientation. New York and Oxford:
Berghahn Books, 2005.
SAMUEL, R. Theatres of Memory: Past and Present in Contemporary Culture.
London and New York: Verso, 1994.
______. Theatres of Memory, Volume 1: Past and Present in Contemporary
Culture London and New York, Verso, 1994.
SEIXAS, P. ‘Historical Consciousness: The Progress of Knowledge in a
Post-progressive Age’, in J.Straub (Ed.) Narration, Identity and Historical
Consciousness. New York and Oxford: Berghahn Books, 2005.
______. (ed.) Theorizing Historical Consciousness. New Toronto, Buffalo and
London: University of Toronto Press, 2004.
SEIXAS, P. and CLARK, P. ‘Murals as Monuments: Students’ Ideas about
Depictions of Civilization in British Columbia’. American Journal of Education,
110(2), pp.146-171, 2004.
SINCLAIR, Y. ‘Teaching Historical Interpretations’, in M. Hunt (Ed.) A Practical Guide
to Teaching History in the Secondary School. Abingdon: Routledge, 2007.
WARD, R. ‘Duffy’s devices: teaching Year 13 to read and write’.Teaching
History 124, pp.9-15, 2006.
WRENN, A. ‘‘Who, after all, speaks today of the annihilation of the
Armenians?’’. Teaching History 104, pp.54-58, 2001.
Publicado
2016-11-10
Como Citar
CHAPMAN, A. ‘But It Might Not Just Be Their Political Views’: Using Jörn Rüsen’s ‘Disciplinary Matrix’ To Develop Understandings Of Historical Interpretation. CADERNOS DE PESQUISA: PENSAMENTO EDUCACIONAL, v. 9, n. 21, p. 67-85, 10 nov. 2016.
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