2026-09-14T20:32:58Zhttps://gredos.usal.es/oai/requestoai:gredos.usal.es:10366/1481832025-06-05T12:36:20Zcom_10366_147717com_10366_4666com_10366_3823col_10366_147729
Gestión del Repositorio Documental de la Universidad de Salamanca
author
Alvén, Fredrik
2021-12-17T11:37:30Z
2021-12-17T11:37:30Z
2021-07-26
El Futuro del Pasado, 12 (2021)
1989-9289
http://hdl.handle.net/10366/148183
In this article, I introduce third-order concepts in the history teaching as a way to reach powerful knowledge. If we understand powerful knowledge as a means to give students a competence to understand the contemporary world, to help them to engage in society´s conversations and debates about itself, and to understand the grounds for accepting or rejecting knowledge claims, we must then help them to understand what ontology the discipline of history rests upon. Consequently, third-order concepts can help students as these concepts shed a light on what perception of reality the historical narratives and the first-order concepts build upon in the history classroom. However, at the end of the day, I have my doubts – what if we provide arguments for groups that have an anti-liberal and anti-democratic agenda?
spa
info:eu-repo/semantics/openAccess
Historia
History
Opening or closing Pandora's box? – Third-order concepts in history education for powerful knowledge
info:eu-repo/semantics/article
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URL
https://gredos.usal.es/bitstream/10366/148183/1/Opening_or_closing_Pandoras_box%3f_%26%23x2013.pdf
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Opening_or_closing_Pandoras_box?_–.pdf
URL
https://gredos.usal.es/bitstream/10366/148183/5/Opening_or_closing_Pandoras_box%3f_%26%23x2013.pdf.txt
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Opening_or_closing_Pandoras_box?_–.pdf.txt