'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum
The concept of empathy has re-appeared in professional discourse about history teaching. The authors offer a conceptual analysis of this problematic concept, re-visit the objections raised in the 1980s and 90s and conclude that it is a valuable aim for history teaching today. Problems and objections...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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2004-07.
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| Online Access: | Get fulltext |
| LEADER | 00822 am a22001333u 4500 | ||
|---|---|---|---|
| 001 | 14705 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Harris, Richard |e author |
| 700 | 1 | 0 | |a Foreman-Peck, Lorraine |e author |
| 245 | 0 | 0 | |a 'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum |
| 260 | |c 2004-07. | ||
| 856 | |z Get fulltext |u https://eprints.soton.ac.uk/14705/1/HarrisForeman-Peck.pdf | ||
| 520 | |a The concept of empathy has re-appeared in professional discourse about history teaching. The authors offer a conceptual analysis of this problematic concept, re-visit the objections raised in the 1980s and 90s and conclude that it is a valuable aim for history teaching today. Problems and objections to teaching and assessing empathy are discussed and principles to guide practice are suggested. | ||
| 655 | 7 | |a Article | |