An illusion that makes the past seem real : the potential of living history for developing the historical consciousness of young people
In the light of widespread concern over the state of history education in England, this study explores how living history at museums and historic sites contributes to engaging young people in representations of the past. It draws on theories of historical consciousness, specifically that of RuÌsen, which imply that ideas about the past formed in the everyday exist in tension with learning history in the classroom. Applying RuÌsenâs theory to a novel context, visits by six schools to the Museum of London and the Tower of London, enabled an examination of the interaction between studentsâ ideas about the medieval past and its representation in living history, and the implications of this interaction for their historical consciousness. Active, conscientious and high achieving, the characteristics of the students involved in this study were significant when understanding their responses to their experiences. However, many of the points made in the literature about the development of young peopleâs historical understanding were reflected in their experiences, and this study, therefore, builds on a growing body of research which suggests that there are significant cultural patterns to how individuals understand
Jones, Ceri
An illusion that makes the past seem real : the potential of living history for developing the historical consciousness of young people. In the light of widespread concern over the state of history education in England, this study explores how living history at museums and historic sites contributes to engaging young people in representations of the past. It draws on theories of historical consciousness, specifically that of RuÌsen, which imply that ideas about the past formed in the everyday exist in tension with learning history in the classroom. Applying RuÌsenâs theory to a novel context, visits by six schools to the Museum of London and the Tower of London, enabled an examination of the interaction between studentsâ ideas about the medieval past and its representation in living history, and the implications of this interaction for their historical consciousness. Active, conscientious and high achieving, the characteristics of the students involved in this study were significant when understanding their responses to their experiences. However, many of the points made in the literature about the development of young peopleâs historical understanding were reflected in their experiences, and this study, therefore, builds on a growing body of research which suggests that there are significant cultural patterns to how individuals understand
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