Perikleous, Lukas;
(2022)
‘They were not as rational as we are today’: Students' and teachers' ideas of historical empathy in Greek Cypriot Primary Education.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
This thesis reports on a case study exploration of primary students’ and teachers’ ideas of historical empathy in terms of their explanations of the choice of practices made by people in the past. More specifically the study aimed to explore the explanations of choices of practices used by students’ and teachers’, differences to these explanations according to the participants’ age and differences to explanations according to the temporal and cultural distance between the participants and the people who held the practices in question. Sixty-three students aged 8 to 12 and five teachers, in a primary school in Nicosia, Cyprus, participated this study. Each participant completed two pen and paper tasks that asked them about the choice of a certain healing ceremonies (practices) that were held by groups in the past and the present. Twenty-six students and four teachers were also interviewed answering questions about the phenomenon of differences between past and present behaviour. Data were analysed primarily qualitatively using an inductive coding process from which a typology of different types of explanation of the choice practices emerged. Based on this typology, a progression model of ideas of historical empathy is suggested. Data analysis also suggests that both the typology and the progression model have a heuristic value. As it demonstrated in this study the suggested progression model can also serve diagnostic and pedagogic purposes. Both the typology and the progression model confirm previous findings about the kind of ideas of historical empathy students’ and teachers’ use. The study also suggests that there is a progress by age in terms of the sophistication of ideas used by students and that teachers usually, but not always, express more sophisticated ideas than their students. Finally, the study suggests that while temporal distance affects students’ explanations the same does not apply in the case of cultural distance when they explain the choice of practices in the past.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | ‘They were not as rational as we are today’: Students' and teachers' ideas of historical empathy in Greek Cypriot Primary Education |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10159289 |
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