A Paradigmatic Speculation on Doing History with a Future in Mind

Kent den Heyer

doi:10.29393/RH31-7PSKH10007

Autores

Kent den Heyer University of Alberta

DOI:

https://doi.org/10.29393/RH31-7PSKH10007

Palavras-chave:

history education, curriculum studies, curriculum theory, futures thinking, paradigms

Resumo

Reading history education through curriculum theory, I explore competing paradigmatic logics undergirding history programs and teachers’ pedagogical choices. Compared to a ‘standardized management’ and ‘constructivist best practices’ paradigm, I draw from my scholarly journey to argue that a ‘curriculum wisdom’ orientation best honors democratic complexities, the nature of doing history, and a hope for public education as an ethical exploration towards a more preferable social future, however defined. In making this case, I explore futures thinking in the form of scenarios in which teachers and students use historical knowledge as warrants for distinguishing between the possible, probable, and preferable futures of those local-global issues deemed of personal-social import. As a conclusion, I ask, in what ways might we envision the potential of something more educative then merely transmitting a nation-state’s single story of origins and change over time or appeals to shifty notions of objective history from one presumed to know to one presumed to be lacking?.

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