J. G. Droysen's didactics of history: constitution and currentness

J. G. Droysen's didactics of history: constitution and currentness

The historical theory developed by Johann Gustav Droysen (1808-1884) stands out partly due to its consistent orientation towards didactical issues. Besides investigating the principles governing the historical method and the reasons that lead us to attribute the quality of being "historical" to certain portions of the past, it also devised answers to the question: "why should one write, study, and learn history?". In short, Droysen argues that the main goal of studying history should be neither the assimilation of practical examples nor the memorization of particular facts, but rather the learning of what he called "historical thinking". I believe that Droysen's argument set in motion a very significant redefinition of historiography's didactical function. This article characterizes and contextualizes such redefinition, underlining some of its current potentials and limits.

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Main Author: Assis,Arthur Alfaix
Format: Digital revista
Language:English
Published: EdUFF - Editora da UFF 2014
Online Access:http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-77042014000100202
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spelling oai:scielo:S1413-770420140001002022018-08-17J. G. Droysen's didactics of history: constitution and currentnessAssis,Arthur Alfaix philosophy of history historical education German historiography - 19th Century The historical theory developed by Johann Gustav Droysen (1808-1884) stands out partly due to its consistent orientation towards didactical issues. Besides investigating the principles governing the historical method and the reasons that lead us to attribute the quality of being "historical" to certain portions of the past, it also devised answers to the question: "why should one write, study, and learn history?". In short, Droysen argues that the main goal of studying history should be neither the assimilation of practical examples nor the memorization of particular facts, but rather the learning of what he called "historical thinking". I believe that Droysen's argument set in motion a very significant redefinition of historiography's didactical function. This article characterizes and contextualizes such redefinition, underlining some of its current potentials and limits.info:eu-repo/semantics/openAccessEdUFF - Editora da UFFTempo v.20 20142014-01-01info:eu-repo/semantics/articletext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-77042014000100202en10.5533/TEM-1980-542X-2014203609
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country Brasil
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region America del Sur
libraryname SciELO
language English
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author Assis,Arthur Alfaix
spellingShingle Assis,Arthur Alfaix
J. G. Droysen's didactics of history: constitution and currentness
author_facet Assis,Arthur Alfaix
author_sort Assis,Arthur Alfaix
title J. G. Droysen's didactics of history: constitution and currentness
title_short J. G. Droysen's didactics of history: constitution and currentness
title_full J. G. Droysen's didactics of history: constitution and currentness
title_fullStr J. G. Droysen's didactics of history: constitution and currentness
title_full_unstemmed J. G. Droysen's didactics of history: constitution and currentness
title_sort j. g. droysen's didactics of history: constitution and currentness
description The historical theory developed by Johann Gustav Droysen (1808-1884) stands out partly due to its consistent orientation towards didactical issues. Besides investigating the principles governing the historical method and the reasons that lead us to attribute the quality of being "historical" to certain portions of the past, it also devised answers to the question: "why should one write, study, and learn history?". In short, Droysen argues that the main goal of studying history should be neither the assimilation of practical examples nor the memorization of particular facts, but rather the learning of what he called "historical thinking". I believe that Droysen's argument set in motion a very significant redefinition of historiography's didactical function. This article characterizes and contextualizes such redefinition, underlining some of its current potentials and limits.
publisher EdUFF - Editora da UFF
publishDate 2014
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-77042014000100202
work_keys_str_mv AT assisarthuralfaix jgdroysensdidacticsofhistoryconstitutionandcurrentness
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