DOCUMENT RESUME ED 425 097 SO 029 466 AUTHOR Ahonen, Sirkka TITLE The Form of Historical Knowledge and the Adolescent Conception of It. Research Report 80. INSTITUTION Helsinki Univ.,(Finland). Dept. of Teacher Education. ISBN ISBN-951-45-5358-6 ISSN ISSN-0359-4203 PUB DATE 1990-00-00 NOTE 261p. AVAILABLE FROM University of Helsinki, Department of Teacher Education, P.O. Box 38 (Ratakatu 6A), Helsinki 00014, Finland. Helsinki, Finland. PUB TYPE Reports Evaluative (142) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS *Abstract Reasoning; *Cognitive Development; *Concept Formation; Developmental Stages; Epistemology; Foreign Countries; Fundamental Concepts; History Instruction; Knowledge Representation; *Learning Processes; Thinking Skills IDENTIFIERS *Finland ABSTRACT This study reports on the historical conceptualization among Finnish 12-13 year-olds who were given a projective task to yield historical thinking. The case study examines expressions the subjects used and which were studied qualitatively, using "chunks of meaning" as units of analysis, in regard to both their meaning- content and their cognitive level. The adolescent expressions in the case represented varying meanings, e.g. causalism.as well as intentionalism, which were only partially due to the cognitive level. The study was based on the assumption, appearing in cognitive psychology, that formal concepts in the process of learning may eventually be domain-specific. The concepts constituting the form of historical knowledge were established in theory, through a study of the philosophy of history. "Change" and "cause" were to be the ontological key concepts, and "evidence" and "interpretation" the epistemological key concepts. Due to the nature of historical knowledge, the analysis did not yield stipulative definitions but, instead, dimensions of meaning. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) dThis document has been reproducedas received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent ESEARCH REPORT 80 official OERI position or policy. Department of Teacher Education PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS University of Helsinki BEEN GRANTED BY E_N_Lakarien_ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Sirkka Ahonen THE FORM OF HISTORICAL KNOWLEDGE AND' THE ADOLESCENT CONCEPTION OF IT I 11 , I umstaitrusrumm,,g, t:t:tt =I -.3.m. '- HHHULNI11111111LOSIIIIIM1111-- 41Kiririt ItICI OA I I mama as ow 17. dl I., 400)" 11-1 . -immo -- igh igo !VAIL' p...,-,..; -..-----. i.,.., oy isi. lit 00.41 IWgiii ia* NO IA: L " LIZ (iiiigiv iii IGIhi SUL ci r ft, 1144770 at 11,1 /....-7-4, I. 41 a. -,- to.t, %I ge L61 Iggi7 10.6, ,gl t hi gV Whir, Agqi iii 70 c.2.; ii:hG.LL1, .... alum ,.... 11 1 11,mili "IA,,;.1....! 0 11 CI gi:***".14101"; tt11,1',1 r-triii.4.-101 1.66`.. ZiabaupolOVL lobalTIEL ;mill ii 1hilik I: V*..qap,g1.1 6.. 16111110, *I !IL ......140 111%1 Mr ,11011_ UM 4 M_IIMILM arjaIf'Aiirriff Helsinki 1990 Ij BEST COPY AVAILABLE j RESEARCH REPORT 80 Department of Teacher Education, University of Helsinki Ratakatu 2, SF-00120 Helsinki, Finland Sirkka Ahonen THE FORM OF HISTORICAL KNOWLEDGE AND THE ADOLESCENT CONCEPTION OF IT Academic dissertation to be publicly discussed by due permission of the Faculty of Education in the University of Helsinki, in Auditorium I of the Department of Teacher Education, on the 22nd of May, 1990, at 12 o'clock. Helsinki 1990 ISBN 951-45-5358-6 ISSN 0359-4203 Helsinki 1990 Yliopistopaino 4 UNIVERSITY OF HELSINKI, SF Department of Teacher Education Research Report 80. 1990 Ahonen, Sirkka The Form of Historical Knowledge and the Adolescent Conception of It. 246 + 9 pp. ABSTRACT The author studied the nature of historical knowledge and the concep- tion of it among young adolescents. The study was based on the as- sumption, appearing in cognitive psychology, that formal concepts in the process of learning may eventually be domain-specific. The concepts constituting the form of historical knowledge were established in theory, through a study of the philosophy of history. 'Change' and 'cause' were to be the ontological key concepts, and 'evidence' and 'interpretation' the epistemological key concepts. The meaning, i.e.the content and the extension, of the concepts was analysed by referring to their theory-backgrounds. Due to the nature of historical knowledge, the analysis did not yield stipulative defini- tions but, instead, dimensions of meaning. Thus, the meaning of 'cause', for instance, depended on whether the approach was causalis- tic or intentionalistic. The level of conceptualisation in a learner was considered to be categorisable as levels of consciousness. The narrative mode of knowledge, as it appears in humanities, was seen to be of equal status with the hypothetic-deductive mode of sciences, both requiring, on their advanced level, consciousness, differentiation and tentativeness. A case-study was conducted concerning the historical conceptualisa- tion among the 12-13 year-olds. They were given a projective task to yield historical thinking. Their expressions were studied qualitatively, using 'chunks of meaning' as units of analysis, in regard to both their meaning-content and their cognitive level. The adolescent expressions in the case represented varying meanings, e.g. causalism as well as intentionalism, which were only partially due to the cognitive level. Descriptors: history education, philosophy of history education, form of knowledge, concept-acquisition. Available from: Dept. of Teacher Education, University of Helsinki, Ratakatu 2, SF-00120 Helsinki, Finland ACKNOWLEDGEMENTS What history as a domain of knowledge means to young people has puzzled me since the 60's, when I started to teach it. In the class- room I encountered fine young critical minds, and learned to respect the pursuit of intellectual honesty in young learners. This study is based on the assumption that the questions of 'how we laiow' and 'what history is about' can and should be dealt with at school. Having accomplished this study I am much indebted to my super- visors. Professor Pertti Kansanen kept ushering me towards a neces- sary intellectual rigour, and Associate Professor Martti T. Kuikka penetrated into my research problems and discussed them as a patient and invaluable tutor. Disagreements eventually helped me to clarify my ideas and widen the perspective. I was fortunate to work at the crossroads of two fine disciplines, history and education, and to receive guidance from prominent repre- sentatives of both of them. Professor Emeritus Pekka Suvanto shared with me his expertise in the philosophy of history. With gratitude I think of our long telephone conversations in many late hours. I thank Professor Erkki Niskanen from the Department of Education for valuable support in the course of my study. Associate Professor Veijo Meisalo is to be credited for an innovative and stimulating environment in the Department of Teacher Education. All my dear colleagues, above all Senior Lecturer Matti J. Castren, have created an inspiring atmosphere to do research. During my sabbathical term in the mid 80's at the University of London Institute of Education, I encountered an educational culture that emphasised the philosophical nature of knowledge. Mr. Alaric Dickinson and Mr. Peter Lee let me share their seminar sessions, where the meaning of humanities at school was discussed in depth. I am grateful to many persons in the New History Project for ideas that have guided my study ever since. Thanks are also due to the Cultural Foundation of Finland for an economic support, and to the Department of Teacher Education for acceptance of this study in the series of Research Reports. Mr. Jukka Rantala, M.Ed, gave assistance with the empirical study, acting as an additional judge at the categorisation of the data. In writing the report, my son Tuomas helped me with English idioms. I am grateful to both young men. I dedicate this study to my parents, who taught me a great deal about change, continuity and the diversity of life. Helsinki, April the 9th 1990 Sirkka Ahonen CONTENTS Introduction 17 1. The Review of Previous Research 21 Piagetian Research 22 The Emergence of "The Form of Knowledge" Approach 23 Research with "The Form of Knowledge" Approach 25 Discussion on the "Form of Knowledge" Approach 26 2. The Rationale and the Design of the Study 29 The Rationale of the Study 29 The Design of the Study 31 3. The Method of the Study 34 3.1. Conceptual Analysis 34 3.2. Qualitative Content Analysis 37 3.3. Logical Connections between Meanings and Levels 40 3.4. The Research Persons 41 3.5. 'Singular Theory' 43 4. The 'A Priori' Form of Historical Knowledge - A Conceptual Analysis 44 4.1. On the Focus and Various Schools of Philosophy of History 44 The Past, History and Philosophy of History44 Ontology and Epistemology of History ... 45 The Main Schools of the Ontology and the Epistemology of History 46 4.2. The Nature of Historical Explanation: The Ontological Key Concepts 48 4.2.1. The Establishment of Key Concepts 48 4.2.2. 'Change' as an Ontological Key Concept. 51 4.2.2.1. The Meaning of 'change' with Reference to Different Approaches 51 Determinist Approach 51 Indeterminist Approach 54 Conclusion: The Main Components of the Meaning of change' as Determinist and Indeterminist Categories 55 4.2.3. 'Cause' as an Ontological Key Concept. 57 4.2.3.1. The Meaning of 'cause' with Reference to Different Approaches 57 Causalist Approach 57 Intentionalist Approach 60 Conclusion: The Main Components of the Meaning of 'cause' as Causalist and Intentionalist Categories 63 4.3. The Nature of Knowledge-Retrieval in History: the Epistemological Key Concepts...65 4.3.1.