Historia i futurum : Progression i historia i styrdokument och läroböcker 1919-2012
Sammanfattning: Facing an unknown future, the meaning of history is not primarily a fixed set of knowledge about the past, but a well-developed historical consciousness. This is a generic skill, emanating from an understanding of history as something that we are, and at the same time as something that we create. From a historical-cultural perspective, the learning process can be described with a point of departure in questions stemming from the life- and experience-world, looking genealogically toward the past. With a point of departure in pedagogical theories of the learning process, and a development described as fact, interpretation and consciousness, the question follows as to how the development is expressed in the curricula and textbooks in school between 1919 and 2012 and how studying history can contribute to the progress as it is described above. A number of dichotomies have been identified as tools of analysis, describing the space of interpretation between history as science and history as life- and experience-worlds. The goal is a well-developed historical consciousness defined as the ability to simultaneously interpret the past, understand the present and have perspectives on the future.
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