集体记忆和历史教科书教科书
1Faculty of Social Sciences, University of Helsinki, Unioninkatu 27, 00014, Finland.
Current opinion in psychology
|June 29, 2025
概括
历史教科书充当心理工具,通过构建叙事来塑造集体记忆和身份. 需要对历史教育采取批判性,包容性的方法,以挑战占主导地位的叙述,并促进更好的群体间关系.
科学领域:
- 心理学 心理学 心理学
- 社会学 社会学 社会学
- 教育教育教育教育教育教育.
背景情况:
- 历史教科书通常被视为事实中立的传递者.
- 然而,他们积极构建影响社会理解和身份的叙述.
- 这些叙述可以被政治化,导致对包容和排斥的质疑.
研究的目的:
- 探索历史教科书的心理功能.
- 分析教科书如何塑造集体记忆,社会表征和身份.
- 倡导对历史教育采取更具批判性和包容性的方法.
主要方法:
- 关于历史教科书及其心理影响的现有研究的文献综述.
- 从心理学角度分析教科书内容,形式和功能.
主要成果:
- 教科书的功能是心理工具,构建叙事,而不仅仅是现实.
- 这些叙述定义了群体的界限,并影响了社会自我认知和群体间关系.
- 教科书在加强或挑战占主导地位的社会层次和叙述方面发挥着作用.
结论:
- 心理学观点对于理解历史教科书至关重要.
- 教科书显著影响集体记忆,身份和群体间的动态.
- 需要在历史教育中采取更具包容性和批判性的方法,以促进更好的社会理解.
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