6 research outputs found
Generaties, Herinnering en Historiciteit
Samenvatting: 'Generatie' is een term die in de geschiedschrijving veelvuldig gebruikt wordt om tijdscontrasten te schetsen. Slechts weinig historici staan stil bij wat generaties nu eigenlijk zijn en wie dat wel doet moet leentjebuur spelen bij de sociologie. In dit artikel worden enkele geschiedtheoretische
problemen met de sociologische generatietheorie van Karl Mannheim besproken. Ook wordt een voorstel gedaan voor een generatietheorie waarin de tijdservaring verdisconteerd is, om zo de besproken problemen te ondervangen.
Abstract: Although 'generation' is a key concept in historiography,
the problem of historicity has
rarely been discussed within generational
theory. In this artiele, I argue for a revision
of generational thinking, which focuses on
historica! experience instead of politica! action.
I start with a critica! assessment of Kar!
Mannheims seminat essay 'the Problem of
Generations' (1928). Although the core axiom
of his theory - the primary importance
of adolescent experiences for generationat
consciousness - is still valid, his historica!
materialist interpretation of generations
is questionable as it leads to the fallacies
of historicism. Alternatively, the imagined
character of the generation is emphasi:z;ed
and a reinterpretation of the generationat
experience as an experience of bistoricity is
proposed. Consequendy, the generation is
no langer understood as an agent of sociohistorica!
change, but as a meta-historical
category in which the individual's placement
in history is both cognitively understood and
socially mediated
Picturing Auschwitz: Multimodality and the attribution of historical significance on Instagram
As social media have become a prime means of communication among students, so too are they increasingly used to give meaning to the past. But while history education scholars tend to conceptualize historical meaning-making as acts of narrative emplotment, social media are multimodal by nature, and some platforms — like Instagram — prioritize images over written text. This article focuses on the question of how Instagram users attribute historical significance in posts that feature the Auschwitz-Birkenau Memorial and Museum, by analysing the various ways in which they combine images and captions to give meaning to the past. Subsequently, the potential of multimodal social media representations for history education is explored.
Dado que las redes sociales se han convertido en un medio principal de comunicación entre estudiantes, también se usan cada vez más para dar significado al pasado. Sin embargo, mientras que los expertos en la enseñanza de la historia suelen conceptualizar la construcción de significado histórico como actos de contextualización narrativa, las redes sociales son multimodales por naturaleza, y algunas plataformas — como Instagram — priorizan las imágenes sobre el texto escrito. Este artÃculo aborda cómo los usuarios de Instagram atribuyen significado histórico en sus publicaciones relacionadas con el campo de concentración y centro de exterminio de Auschwitz-Birkenau a través del análisis de las diversas formas en que combinan imágenes y pies de foto para dar significado al pasado. Después, exploramos el potencial de las representaciones multimodales de las redes sociales para la educación histórica
Historical Consciousness: the Enigma of Different Paradigms
To make historical consciousness beneficial for history education research we need to disentangle its multidisciplinary backgrounds so that contradictory approaches and outcomes can be avoided. The aim of this article therefore is to clarify the enigma of its different paradigms. We will discuss two originally related paradigms: one interpreting historical consciousness as a collective phenomenon that is characteristic for modern Western society, and the other treating historical consciousness on an individual level as a cognitive-epistemological category. We will show that several misunderstandings in educational research about historical consciousness result from the conflation of both conceptualisations and its underlying paradigms. Yet, by highlighting Hans-Georg Gadamer’s notion of Wirkungsgeschichte (historical effect) we will argue that both conceptualisations are not entirely mutually exclusive. Including historically effected consciousness in the notion of historical consciousness does offer a wide range of opportunities, for history education scholars as well as history educators