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词条 Historical significance
释义

  1. Relevance

  2. Historical significance

  3. Criteria

     Rs method  Partington's method  Cercadillo’s criteria 

  4. References

Historical significance is a secondary history concept and an important topic which defines and influences many things in human life. Historical significance is a form of importance decided by judgement against sets of criteria.

Relevance

Knowledge of dates and events is the primary content of history and can be considered "first-order knowledge" as a concept. Historical significance is an aspect of the study of primary content, therefore historical significance is a secondary or "second-order knowledge" concept. Historical significance is a largely overlooked aspect of history studies but it is a tool for guiding students to understand how cultural background affects perception of history and the preferences they have.

Historical significance

Historical significance is a central topic to history study and defines what is remembered about the past. Historical significance can be defined as importance. When history is taught to students, particular examples are emphasised because they are considered more significant than others. Historical significance is subjective and open to challenge.[2][3]

Historical significance determines a present view of the past and many prominent aspects of contemporary culture (images on stamps and banknotes, street names, history books, etc).

Assessing historical significance is a form of judgement. Valid judgement is a comparison to reasoned criteria. Judgement of historical significance could be summed up in two questions:

  • What are the criteria used?
  • How have the criteria been applied? (particular regard if the application can be considered defensive)

Criteria is not always available to assess a judgement of historical significance. However, notable examples include UNESCO criteria, for inclusion of world heritage sites, a site must "bear a unique or at least exceptional testimony to a cultural tradition or to a civilization"[2]

Criteria do not necessarily prevent disagreement. Values change between one person and another. Ultimately the key is perception. Lucien Febvre wrote, "At the heart of history, there are sentiments" The true understanding of significance is in understanding your thoughts and feelings about a subject.[2]

Criteria

Determining historical significance is a form of assessment. Dependable assessment relies on comparison to criteria. Criteria are designed to achieve an objective view over knowledge, by avoiding cultural and defensive interpretations, and forcing the reader to analyze and think carefully. Clear objective criteria provide an eventual ability to self-assess the direction of historical interpretation. [6]

Rs method

A "Five Rs" criteria for assessing historical significance is proposed by Christine Counsell of the University of Cambridge Faculty of Education in page 114 of her book Teaching History[7]

Historian David Fulton published the following example in The Guided Teacher to Teaching and Learning History:[8]

  • Resulting in change - a point at which many initially believe the issues of historical significance to begin and end
  • Relevance - in the context of the time and culture
  • Revealing - when the information leads into a wider subject
  • Resonance - some events are less significant at first but create a butterfly effect through time
  • Remarkable - an event which is unique can be discussed

Partington's method

Geoffrey Partington published the following criteria in The idea of an historical education:[9]
  • Importance - Ways the time surrounding an event affects its importance.
  • Profundity - Lasting significance.
  • Quantity - Numerical significance.
  • Durability - Lasting significance over time.
  • Relevance - Significance in the present day.[10]

Cercadillo’s criteria

Lis Cercadillo published the following criteria in “Maybe They Haven't Decided Yet What Is Right”: English and Spanish Perspectives on Teaching Historical Significance:[11][2]
  • Contemporary significance - Regard to the value sets of past cultures and difference to the present.
  • Casual significance - Subjects are obviously significant to a casual observer if they cause major change or are obviously honoured in memory.
  • Pattern significance - Some events define or break a historical pattern. i.e. Peace and equality with neighbour's often represents change in a historical patterns.
  • Symbolic significance - Individual events may symbolise stages in progress, i.e., first flight, first satellite etc.
  • Revelatory significance - A detail of the past may provide insight. Trivial omission of academic topics considered essential today may reveal an extent to changing cultural values.
  • Present significance - An event considered important in the past may be considered irrelevant in the present day.

References

1. ^1 2 3 4 {{cite web|url=https://www.edgehill.ac.uk/histlearn/files/2015/01/DebatingHistoricalSignificance.pdf |author= |title=Debating Historical Significance |publisher=Edge Hill University |date= |accessdate=12 March 2019 |archiveurl =https://web.archive.org/web/20190315052714/https://www.edgehill.ac.uk/histlearn/files/2015/01/DebatingHistoricalSignificance.pdf |archivedate =15 March 2019 |deadurl=no}}
2. ^1 {{cite web|url=https://alphahistory.com/history-concepts/ |author=Jennifer Llewellyn and Steve Thompson |title=HISTORY CONCEPTS |publisher=Alpha History |date=2014 |accessdate=12 March 2019 |archiveurl = |archivedate = |deadurl=no}}
3. ^1 {{cite book |url=https://books.google.ie/books?id=cag3AAAAQBAJ |title=Assessing Historical Thinking and Understanding: Innovative Designs |first=Bruce |last=VanSledright |year=2014 |publisher=Routledge |isbn= |page= |quote= }}
4. ^1 {{cite web|url=http://www.sites.hps.cam.ac.uk/whipple/gallerychallenge/forteachers/lessonnotes/ |author= |title=Lesson notes |publisher=Cambridge University |date= |accessdate=15 March 2019 |archiveurl =https://web.archive.org/web/20170113145242/http://www.sites.hps.cam.ac.uk/whipple/gallerychallenge/forteachers/lessonnotes/ |archivedate =13 January 2017 |deadurl=no}}
5. ^1 {{cite book |url=https://books.google.ie/books?id=ZdJtAQAAQBAJ |title=The Guided Reader to Teaching and Learning History |first=David |last=Fulton |year=2014 |publisher=Routledge |isbn= |page=111 |quote= }}
6. ^1 {{cite book |url=https://books.google.ie/books?id=QQENAQAAIAAJ |title=The idea of an historical education |first=Geoffrey |last=Partington |year=1980 |publisher=NFER Publishing Company |isbn= |page= |quote= }}
7. ^1 {{cite book |url=https://books.google.ie/books?id=3QooDwAAQBAJ |title=Global Perspectives on Gender and Sexuality in Education: Raising Awareness |first=Elinor L Brown |last=Guichun Zong |year=2017 |publisher=Information Age Publishing |isbn= |page= |quote= }}
8. ^1 {{cite journal |url=https://www.jstor.org/stable/43260148 |last=Cercadillo |first=Lis |title=“Maybe They Haven't Decided Yet What Is Right”: English and Spanish Perspectives on Teaching Historical Significance |date=1 December 2006 |publisher=Historical Association }}.
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