Varför ska vi läsa historia i gymnasiet? En samtalsintervjuundersökning om lärares syn på historiemedvetande

Abstract

The purpose of this essay deals with how teachers see the role of the history subject in upper secondary school against the background of the expectations and requirements of the governing documents. The defined questions were: 1. Why should students, according to history teachers, study history in high school? What meaning do they give to the central concept of historical consciousness in the syllabus? How do teachers view the role of the history subject in relation to the curriculum's expectations that the school should strengthen students' faith in the future? A conversational survey ensued with six history teachers as respondents in conversational interviews. Theoretical concepts included historical culture, view of history, use of history and historical consciousness. For historical consciousness, Jörn Rüsen's (2004) typology formed a framework with different types of historical consciousness; traditional, exemplary, critical and genetic. The teachers who participated in the interviews were anonymized. The results were, regarding the first question that it’s about understanding; to learn to explain; and that the subject of history invites action. Still others emphasized that the subject lends a critical eye. Several teachers also believed that the study of history is often entertaining; jointly these answers were understood as expressions of five ideal types. The second question suggested different kinds of historical consciousness within Rüsen's typology. A wealth of perspectives can perhaps be interpreted with some caution as knowledge perspectivism and thus indicating the existence of genetic historical consciousness. Oher research questions are possibly required in order to draw more well-founded conclusions. The third question offered highly individual answers with several indications of how ’having faith in the future’ falls outside the subject of history, while it’s study is also considered to contain a great power to influence one's own life and that of others for the better.