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'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum

'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum
'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum
The concept of empathy has re-appeared in professional discourse about history teaching. The authors offer a conceptual analysis of this problematic concept, re-visit the objections raised in the 1980s and 90s and conclude that it is a valuable aim for history teaching today. Problems and objections to teaching and assessing empathy are discussed and principles to guide practice are suggested.
concept of empathy, history teaching, assessing empathy, teaching empathy
1472-9466
1-14
Harris, Richard
0550d258-245a-4d0f-b366-4a8bc580cda3
Foreman-Peck, Lorraine
886068bd-3cd7-4adb-ba78-60b9250e4c54
Harris, Richard
0550d258-245a-4d0f-b366-4a8bc580cda3
Foreman-Peck, Lorraine
886068bd-3cd7-4adb-ba78-60b9250e4c54

Harris, Richard and Foreman-Peck, Lorraine (2004) 'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum. International Journal of Historical Learning, Teaching and Research, 4 (2), 1-14.

Record type: Article

Abstract

The concept of empathy has re-appeared in professional discourse about history teaching. The authors offer a conceptual analysis of this problematic concept, re-visit the objections raised in the 1980s and 90s and conclude that it is a valuable aim for history teaching today. Problems and objections to teaching and assessing empathy are discussed and principles to guide practice are suggested.

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More information

Published date: July 2004
Keywords: concept of empathy, history teaching, assessing empathy, teaching empathy

Identifiers

Local EPrints ID: 14705
URI: http://eprints.soton.ac.uk/id/eprint/14705
ISSN: 1472-9466
PURE UUID: 44511ef5-91d2-4c9f-a1ef-31b19322c10f

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Date deposited: 23 Feb 2005
Last modified: 15 Mar 2024 05:30

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Contributors

Author: Richard Harris
Author: Lorraine Foreman-Peck

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