The Affective Dimensions of Historical Empathy

Opportunities, Problems, and Challenges

Bibliographic Data

ID11595192
AuthorsSara Karn (0000-0003-2583-0556, McMaster University, corresponding author)
Year2024
Volume116
Issue4
Pages232-247
Publication date2024-07-27
Open AccessNo
TypeARTICLE
VenueThe Social Studies (BOOK_SERIES)
Journal identifiersISSN: 0037-7996 • E-ISSN: 2152-405X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00377996.2024.2381533
OpenAlexW4401053612
LanguageEN
References cited50

Emotions and feelings play an important role within history education. Yet, the affective dimensions (feelings, emotions, connections) of learning about the past are understudied within research on historical empathy—defined here as a cognitive-affective process of attempting to understand the thoughts, feelings, experiences, decisions, and actions of people from the past within their historical contexts. Drawing from interviews with secondary school history teachers in Canada, this article offers insight into teachers' perspectives on constructive ways that they approach the affective dimensions within history classrooms, as well as problems and challenges that arise when they intentionally elicit emotions or encounter them unexpectedly. In doing so, the article aims to further conceptualize the affective dimensions of historical empathy and expand understandings of emotions in history and social studies education, while positioning these discussions in relation to history education in Canada

Cognitive psychology · Empathy · Mathematics education · Social studies · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology

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