Moral Judgment in History Education and Historical Positionality as a Moral Evaluator

Autor/in	Yoon, Jong-Pil
Titel	Moral Judgment in History Education and Historical Positionality as a Moral Evaluator
Quelle	In: Theory and Research in Social Education, 50 (2022) 4, S.530-552 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoon, Jong-Pil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2022.2117672
Schlagwörter	Moral Values; Decision Making; History Instruction; Historians; Student Attitudes; Reliability; Beliefs; Critical Thinking; Teaching Methods; Foreign Countries; Public Officials; Historic Sites; Activism; Racial Segregation; Social Change; Universities; Colonialism; Political Attitudes; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Decision-making; Entscheidungsfindung; History lessons; Geschichtsunterricht; Historian; Historiker; Schülerverhalten; Reliabilität; Belief; Glaube; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Historische Stätte; Aktivismus; Politischer Protest; Rassentrennung; Sozialer Wandel; University; Universität; Kolonialismus; Political attitude; Politische Einstellung
Abstract	This article presents a critical analysis of moral judgment in history education using the case of Cecil Rhodes as an example. For this purpose, I first examine the arguments for and against passing judgment on past actions given by historians, historical philosophers, and history education researchers. Second, I take a close look at the ways students approach moral issues in history and identify the shortcomings in these approaches. Then, I propose three cognitive acts students must perform to fully understand their historical positionality as a moral evaluator: (1) distinguishing between moral values and factual beliefs, (2) examining the consensual statuses of moral values and factual beliefs, and (3) evaluating the reliability of one's own belief-forming processes. These cognitive acts, though mentioned in the literature in various contexts, have not been systematically analyzed in relation to moral judgment in history education. In the end, I argue that by performing such acts, students will be able to triangulate their position as a moral evaluator relative to the historical actor and his or her contemporaries and understand the epistemic status of their moral judgment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01