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dc.contributor.authorOrbe, Fernando Barcena
dc.date.accessioned2007-07-31T16:20:34Z
dc.date.available2007-07-31T16:20:34Z
dc.date.issued2002
dc.identifier.citationOrbe, F.B. (2002). Teaching of history and the example of memory. Encounters on Education 3, 95-116.en
dc.identifier.issn1494-4936
dc.identifier.urihttp://hdl.handle.net/1974/462
dc.descriptionAbstract also available in Spanish and French.en
dc.description.abstractThe intention of this article is to articulate a series of reflections about the teaching of history, using as a frame of reference the principle of discontinuity in the narrativity of the historical narrative and the modern crisis in the transmission of memorable experiences that the information society only exacerbates. Specifically, the article addresses the analysis of the role of memory and the reading of the past in the teaching of history. The article argues that an effort to connect the teaching of history to what is singular would make history more effective to the extent that, through the narrative, a discontinuity in consciousness would be introduced in the educative process.en
dc.format.extent222517 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoesen
dc.publisherFaculty of Education, Queen's Universityen
dc.subjectMemoryen
dc.subjectCollective memoryen
dc.subjectNarrativesen
dc.subjectHistoryen
dc.subjectInformation exchangeen
dc.subjectKnowledgeen
dc.subjectPedagogyen
dc.subjectTeachingen
dc.subjectConsciousnessen
dc.subjectEducationen
dc.titleEnseñanza de la historia y memoria ejemplaren
dc.title.alternativeTeaching of history and the example of memoryen
dc.typeArticleen


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