第六十七輯．第二期 - 2021-06-30

什麼是歷史教學中的Historical Empathy？

What is Historical Empathy in History Teaching?

作　者：
宋佩芬 / Pei-Fen Sung
關鍵字：
歷史的同情理解、歷史思維、歷史教學、歷史哲學 / historical empathy, historical thinking, history teaching, historiography
  • 摘要
  • 英文摘要
  • 參考文獻
  • 全文下載
英、美歷史教育主流學者對於historical empathy的主張，偏好理性客觀的歷史理解，反對想像或認同等連結個人經驗與情感的理解。本研究爬梳歷史哲學，並訪談七位歷史學者與五位碩士級以上高中歷史教師，探究historical empathy被如何理解及實踐。研究發現，受訪者對於historical empathy的認知呈現光譜般分布，理性導向者似乎受科學的歷史主義影響較深，認為historical empathy是瞭解歷史脈絡與根據證據的推論判斷；情意導向者則有受後現代主義及浪漫主義之影響痕跡，主張同感、想像與啟發的重要；綜合立場者則較有詮釋學的觀點，主張兼具理性與情意面向的historical empathy，並鼓勵證據之外，運用歷史想像、經驗及個人判斷的歷史思維。本研究支持綜合立場者的觀點，認為「歷史的同情理解」是較貼近的翻譯，並認為歷史教學者有必要瞭解不同的歷史哲學觀如何影響「同情理解」的教學，從而能抉擇自己的教學取向。
Mainstream British and American history education prefers a rational and objective historical understanding, and rejects imagination or identification that connects with personal experiences. To explore how historical empathy is understood and practiced, this research delineated different historiographical orientations of the history discipline and interviewed seven history scholars and five high school history teachers who hold at least a master's degree. The results showed that the interviewees' perceptions of historical empathy present a spectral distribution. Those who take the rational stance seem to be influenced by scientific historicism, and perceive historical empathy to be understanding historical contexts and making inferences based on evidence. Those who value emotions seem to be influenced by post-modernism and romanticism, which advocate the importance of sympathy, imagination, and inspiration. Furthermore, those who hold the integrated position embrace a hermeneutic view that historical empathy is both cognitive and affective, which encourages the use of historical imagination and personal experiences, in addition to evidence, for historical understanding and judgment. This paper argues for the integrated view and believes that history teachers must understand how different historiographies affect historical empathy teaching in order to make better judgement about their teaching orientations.

李彼得（1994）。兒童學習歷史的進程。清華歷史教學，3，5-14。

[Peter, L. (1994). Progression in children’s history. Chinghua Journal of History Teaching, 3, 5-14.]

李彼得（1997）。為什麼學習歷史？清華歷史教學，8，4-25。

[Peter, L. (1997). Why learn history? Chinghua Journal of History Teaching, 8, 4-25.]

李弘棋（2014）。近代西洋史學200年（代序）。載於陳建守（主編），時代的先行者： 改變歷史觀念的十種視野（頁4-25）。臺北市：獨立作家。

[Li, H.-C. (2014). Modern western history in 200 years. In J.-S. Chen (Ed.), Forerunners of the times: Ten perspectives that change the idea of history (pp. 4-25). Taipei, Taiwan: Independent Publisher.]

吳翎君（2003）。「神入」歷史與觀點陳述—引導學童歷史思維的教學方法初探。花蓮師院學報，17，133-152。

[Wu, L.-J. (2003). Historical empathy and perspective narration: A preliminary study on teaching children historical thinking. Journal of Hualien National Normal College, 17, 133-152.]

狄更遜（1996）。理性的理解歷史與歷史教學。清華歷史教學，6，37-55。

[Dickinson, A. (1996). Rational understanding in history and in history classrooms. Chinghua Journal of History Teaching, 6, 37-55.]

教育部（2000）。國民中小學九年一貫課程暫行綱要。臺北市：作者。

[Ministry of Education. (2000). Grade 1-9 curriculum guidelines. Taipei, Taiwan: Author.]

教育部（2008）。普通高級中學必修科目「歷史」課程綱要。臺北市：作者。

[Ministry of Education. (2008). History guideline for general high schools. Taipei, Taiwan: Author.]

教育部（2014）。普通高級中學課程綱要—歷史科。臺北市：作者。

[Ministry of Education. (2014). History guideline for general high schools. Taipei, Taiwan: Author.]

教育部（2018）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校—社 會領域。臺北市：作者。

[Ministry of Education. (2000). Grade1-12 social studies curriculum guidelines. Taipei, Taiwan: Author.]

張元、周樑楷（編）（1998）。方法論：歷史意識與教科書的分析編寫國際學術研討會 論文集。新竹市：國立清華大學歷史研究所。

[Chang, Y., & Chou, L.-K. (Eds.). (1998). Methodology: A collection of the international conference on historical consciousness and textbook writing and analysis. Hsin-Chu, Taiwan: National Tsing-Hua University.]

湯普森（1996）。理解過去：程序與內容。清華歷史教學，7，4-27。

[Thompson, D. (1996). Understanding the past: Procedures and content. Chinghua Journal of History Teaching, 7, 4-27.]

楊淑晴、黃麗蓉（2011）。中學生歷史思維能力之探究：歷史觀點取替模式的應用。教 育科學研究期刊，56（4），129-153。

[Yang, S.-C., & Huang, L.-J. (2011). Historical thinking development of students: Applying the historical perspective-taking model. Journal of Research in Education Sciences, 56(4), 129-153.]

陳寅恪（2016）。審查報告一。載於馮友蘭，中國哲學史（第四版，頁995-996）。新北 市：台灣商務印書館。

[Chen, Y.-Q. (2016). Review I. In Y.-L. Feng, The history of Chinese philosophy (4th ed., pp. 995-996). New Taipei City, Taiwan: CPTW Publishing.]

Ankersmit, F. R. (1986). The dilemma of contemporary Anglo-Saxon philosophy of history. History and Theory, 25(4), 1-27.

Appleby, J., Hunt, L., & Jacob, M. (1994). Telling the truth about history. New York, NY: W. W. Norton & Company.

Ashby, R., & Lee, P. (1987). Children’s concepts of empathy and understanding in history. In C. Portal (Ed.), The history curriculum for teachers (pp. 62-88). Philadelphia, PA: The Falmer Press.

Barton, K. C. (2018). Historical sources in the classroom: Purpose and use. HSSE Online: Research and Practice in Humanities and Social Studies Education, 7(2), 1-11.

Becker, C. (1931). Everyman his own historian. Retrieved from https://www.historians.org/ about-aha-and-membership/aha-history-and-archives/presidential-addresses/carl-l-becker

Beiser, F. C. (2011). The German historicist tradition. Oxford, UK: Oxford University Press on Demand.

Bevir, M. (2007). Historical understanding and the human sciences. Journal of the Philosophy of History, 1(3), 259-270.

Blake, C. (1998). Historical empathy: A response to Foster and Yeager. International Journal of Social Education, 13(1), 25-31.

Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.

Budd, A. (Ed.) (2009). The modern historiography reader: Western sources. London, UK: Routledge.

Collingwood, R. G. (1994). The idea of history (Rev. ed.). Oxford, UK: Oxford University Press. (Original work published 1946)

Collingwood, R. G., Dray, W. H., & Dussen, W. J. v. d. (1999). The principles of history: And other writings in philosophy of history. Oxford, UK: Oxford University Press.

Crabtree, C., Nash, G. B., & National Center for History in the Schools. (1994). National standards for United States history: Exploring the American experience. Los Angeles, CA: National Center for History in the Schools.

Cunningham, D. L. (2009). An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students. Journal of Curriculum Studies, 41(5), 679-709.

Decety, J. (2012). Empathy: From bench to bedside. Cambridge, MA: MIT Press.

Decety, J., & Ickes, W. J. (Eds.). (2009). The social neuroscience of empathy. Cambridge, MA: MIT Press.

Decety, J., & Jackson, P. L. (2006). A social-neuroscience perspective on empathy. Current Directions in Psychological Science, 15(2), 54-58.

Department of Education and Science. (1991). History in the national curriculum. London, UK: HMSO.

Department of Education and Science. (1995). History in the national curriculum. London, UK: HMSO.

Dickinson, A. K., & Lee, P. J. (1978). Understanding and research. In A. K. Dickinson & P. J. Lee (Eds.), History teaching and historical understanding (pp. 94-120). London, UK: Heinemann Educational.

Dilthey, W. (2002). Wilhelm Dilthey: Selected works, the formation of the historical world in human sciences. Princeton, NJ: Princeton University Press.

Dilthey, W., Betanzos, R. J., & Dilthey, W. (1988). Introduction to the human sciences: an attempt to lay a foundation for the study of society and history. Detroit, MI: Wayne State University Press.

Dilthey, W., Makkreel, R. A., Rodi, F., & Dilthey, W. (2010). Understanding the human world. Princeton, NJ: Princeton University Press.

Elliott, R., Bohart, A. C., Watson, J. C., & Greenberg, L. S. (2011). Empathy. In J. Norcross (Ed.), Psychotherapy relationships that work (2nd ed., pp. 132-152). New York, NY: Oxford University Press.

Endacott, J. L., & Brooks, S. B. . (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research and Practice, 8(1), 41-58.

Fell, A. (1991). RG Collingwood and the hermenentical tradition. International Studies in Philosophy, 23(3), 1-12.

Foster, S. (1999). Using historical empathy to excite students about the study of history: Can you empathize with Neville Chamberlain? The Social Studies, 90(1), 18-24.

Foster, S. (2001). Historical empathy in theory and practice: Some final thoughts. In J. O. L. Davis, E. A. Yeager, & S. J. Foster (Eds.), Historical emapthy and perspective taking in the social studies (pp. 167-181). Oxford, UK: Rowman & Littlefield.

Foster, S. J., & Yeager, E. A. (1998). The role of empathy in the development of historical understanding. International Journal of Social Education, 13(1), 1-7.

Gallagher, S. (2019). Dithey and empathy. In E. S. Nelson (Ed.), Interpreting Dilthey: Critical essays (pp. 145-158). Cambridge, UK: Cambridge University Press.

Gard, A. L., P. (1978). Educational objectives for the study of history reconsidered. In A. Dickinson & P. Lee (Eds.), History teaching and historical understanding (pp. 21-38). London, UK: Heineman.

Gerdes, K. E. (2011). Empathy, sympathy, and pity: 21st-century definitions and implications for practice and research. Journal of Social Service Research, 37(3), 230-241.

Goldman, A. I. (2006). Simulating minds: The philosophy, psychology, and neuroscience of mindreading. Oxford, UK: Oxford University Press.

Iggers, G. (1997). Historiography in the twentieth century: From scientific objectivity to the postmodern challenge. Hanover, NH: Wesleyan University Press.

Kohut, T. A. (2012). A German generation: An experiential history of the twentieth century. New Haven, CT: Yale University Press.

Kohut, T. A. (2020). Empathy and the historical understanding of the human past. New York, NY: Routledge.

Lee, P. J., & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. In J. O. L. Davis, E. A. Yeager, & S. J. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 21-50). New York, NY: Rowman and Littlebield.

Lee, P. J. (2005). Putting principles into practice: Understanding history. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: History in the classroom (pp. 31-77). Washington, DC: The National Academies Press.

Maza, S. (2017). Thinking about history. Chicago, IL: University of Chicago Press.

McIntyre, K. (2008). Historicity as methodology or hermeneutics: Collingwood’s influence on Skinner and Gadamer. Journal of the Philosophy of History, 2(2), 138-166.

Novick, P. (1989). That noble dream. New York, NY: Cambridge University Press.

Palmer, R. E. (1969). Hermeneutics. Evanston, WN: Northwestern University Press. Portal, C. (1983). Empathy as an aim for curriculum: Lessons from history. Journal of Curriculum Studies, 15(3), 303-310.

Portal, C. (1987). Empathy as an objective for history teaching. In C. Portal (Ed.), The history curriculum for teachers (pp. 89-99). London, UK: Falmer.

Retz, T. (2015). A moderate hermeneutical approach to empathy in history education. Educational Philosophy and Theory, 47(3), 214-226.

Retz, T. (2018). Empathy and history: Historical understanding in re-enactment, hermeneutics and education. New York, NY: Berghahn.

Skolnick, J., Dulberg, N., Maestre, T., & Stokes, S. (2004). Through other eyes: Developing empathy and multicultural perspectives in the social studies. Toronto, Canada: Pippin.

Stockley, D. (1983). Empathetic reconstruction in history and history teaching. History and Theory, 22(4), 51-65.

Stueber, K. R. (2006). Rediscovering empathy: Agency, folk psychology, and the human sciences. Cambridge, MA: MIT Press.

van Dongen, J. D. M. (2020). The empathic brain of psychopaths: From social science to neuroscience in empathy. Frontiers in Psychology, 11, 695. doi:10.3389/fpsyg.2020.00695

White, H. V. (1978). Tropics of discourse: Essays in cultural criticism. Baltimore, MA: Johns Hopkins University Press.

Wineburg, S. (2001). Historical thinking and other unnatural acts. Philadelphia, PA: Temple University Press.

Wineburg, S. (2018). Why learn history (when it’s already on your phone). Chicago, IL: The University of Chicago Press.

Wineburg, S. S., Martin, D., & Monte-Sano, C. (2016). 像史家一樣閱讀：在課堂裡教歷史閱 讀素養（第二版，沈家復，譯）。臺北市：國立臺灣大學出版中心。（原著出版於 2012）

[Wineburg, S. S., Martin, D., & Monte-Sano, C. (2016). Reading like a historian: Teaching literacy in middle and high school history classrooms- Aligned with common core state standards (2nd ed., J.-F. Sung, Trans.). Taipei, Taiwan: National Taiwan University Press. (Original work published 2012)]

Yeager, E. A., & Foster, S. J. (2001). The role of empathy in the development of historical understanding. In O. L. Davis, E. A. Yeager, & S. J. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 13-20). Lantham, MD: Rowman & Littlefield.

Zammito, J. H. (2019). Hermeneutics and history. In M. N. Forster & K. Gjesdal (Eds.), The cambridge companion to hermeneutics (pp. 110-132). Cambridge, MA: Cambridge Universtiy Press.

全文下載