Employing Empathy to Teach and Assess the Learning Process in Controversial Historical Issues
- 1 Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens, Athens, Greece
- 2 Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens, Athens, Greece
Abstract
In this paper, a proposal is presented concerning the teaching of a historical event through an emotional-experiential approach. The teaching approach refers to the historical event of the trial of the Athenian generals who were sentenced to death and executed immediately after their victory over the Spartan fleet in the Arginusae islands in 406 BC. We make use of the paradoxical decision of the Athenian citizens to execute their victorious generals in order to ask students a series of critical questions in the form of problems or dilemmas, in an aim to invigorate their reflection, nurture their thinking and to spark dialogue concerning issues of the past and the present. Along with understanding the action of historical persons, students are invited to evaluate their own beliefs and attitudes which are often biased and emotionally charged. The proposed teaching approach includes a series of empathic tasks which are in essence both teaching and assessment activities of student attitudes and beliefs as well as activities assessing the learning process. Conducting these activities ensures a continuous flow of information which can immediately be put to use in order to improve students’ cognitive, social and emotional performance as well as to enhance the learning process itself. Assessment of the learning process constitutes an integral part of teaching and takes place during every moment of classroom instruction while at the same time serving formative and feedback functions.
- Babalis, T., & Tsoli, K. (2017). Classroom Life: Shaping the Learning Environment, Classroom Management Strategies and Teaching Techniques. New York: Nova Publishers.
- Babalis, Th., Tsoli, K., Artikis, C. T., Mylonakou-Keke, I., & Xanthakou, Y. (2013). The Impact of Social and Emotional Learning Programs on the Emotional Competence and Academic Achievement of Children in Greek Primary School. World Journal of Education, 3, 54-63. https://doi.org/10.5430/wje.v3n6p54
- Black, P. J., & Wiliam, D. (2009). Developing the Theory of Formative Assessment. Educational Assessment Evaluation and Accountability, 1, 5-31. https://doi.org/10.1007/s11092-008-9068-5
- Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for Learning. Putting It into Practice. Maidenhead: Open University Press.
- Brookhart, S. M. (2010). Formative Assessment Strategies for Every Classroom: An ASCD Action Tool (2nd ed.). Alexandria, VA: Association for Supervision & Curriculum Development.
- Castoriadis, C. (2011). Thucydide, la force et le droit. Ce qui fait la Grèce. Seuil: La Création Humaine IV. https://doi.org/10.14375/NP.9782021036626
- Darling-Hammond, L., & Snyder, J. (2000). Authentic Assessment of Teaching in Context. Teaching and Teacher Education, 16, 523-545. https://doi.org/10.1016/S0742-051X(00)00015-9
- De Romilly, J. (2006). Problèmes de la démocratie grecque. Collection Savoir Culture, Paris: Hermann.
- Endacott, J., & Brooks, S. (2013). An Updated Theoretical and Practical Model for Promoting Historical Empathy. Social Studies Research and Practice, 8, 41-58.
- Foster, S. J. (2001). Historical Empathy in Theory and Practice: Some Final Thoughts. In O. L. Davis Jr., E. A. Yeager, & S. J. Foster (Eds.), Historical Empathy and Perspective Taking in the Social Studies (pp. 167-179). Lanham, MD: Rowman & Littlefield Publischers Inc.
- Goldberg, T., & Savenije, G. M. (2018). Teaching Controversial Historical Issues. In S. A. Metzger, & L. McArthur Harris (Eds.), The Wiley International Handbook of History Teaching and Learning (pp. 503-526). New York: Wiley-Blackwell. https://doi.org/10.1002/9781119100812.ch19
- Herman, J. L., Osmundson, E., Ayala, C., Schneider, S., & Timms, M. (2006). The Nature and Impact of Teachers’ Formative Assessment Practices. CRESST Report 703, Los Angeles, CA: UCLA National Center for Research on Evaluation, Standards, and Student Testing.