Intercultural competence perspective-taking is used to take over another persons perspective so that distancing from ones own views is possible [44] (p. XII). We will explain the first deconstruction in more detail. For this purpose, create an evaluation grid based on this model [] [65] (p. 25). multiperspectivity and their competence in including multiperspectivity in lesson planning. Conceptual change: Vermutungen, warum erworbenes Wissen nicht notwendig zur Vernderung des Urteilens und bewertens fhrt. 1. Although it is one of the central tasks of teaching and education to teach the students to decentre themselves, it is mostly disregarded in didactics [3] (p. 18). The actor scale thus describes, on the one hand, the scale on which actors view a conflict and, on the other hand, the scale on which actors can primarily act. In: Edelstein W., Fauser P., editors. The construction of perspectives: Piagets alternative to spatial egocentrism. Full article: Where Does Teaching Multiperspectivity in History Accordingly, for example, the evaluation of an issue or conflict can change depending on the choice of the actors arguments, as well as the choice of criteria or their own ethical principles. If you want to establish a deeper sense of interconnectivity, of global community, and be a bit experimental in your writing, you might consider using Multiperspectivity. Drei zentrale Kompetenzen im Umgang mit Geschichte. This action verb explicitly requires the comparison of similarities and differences of the perspectives [4]. In our example, the aim of the environmentalist is to protect the animals in the rainforest and to inform others about the destruction of the rainforest and its consequences, such as climate change (interest and targets). Finally, we will present the empirical results and discuss the . Kupsch J., Schlert J. Perspektivenwechsel als reflexives Konzept fr fcherbergreifenden Unterricht am Beispiel Rassismus. Depending on the type of perspective-taking, a distinction is made in psychology between the visual, affective and the cognitive perspective-taking [18] (p. 471). Historical Interpretation and Multiperspectivity Historical - Scribd Publishers Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. Dimensionanalysis: In the analysis dimension, it is important that students are able to identify the issues or conflicts that result from the different perspectives [28]. In addition, the assumption can be made that the dimensions could be interconnected and built on each other (Figure 2). The concept of multiperspectivity is linked to the related concept of interpretation as a central aspect of comprehension of history, in particular to the idea of including different interpretations of the same historical event or process. The first phase covered the initial work with the text including memos and case summaries and enabled the development of the main thematic categories (Phase 2) so that the data could be coded (Phase 3). Therefore, criteria are an important component of perspective-taking for students to compare the arguments of actors systematically and subsequently make a well-founded evaluation. | Find, read and cite all the research you . They compare the views of the respective actors based on defined or self-chosen criteria that correspond to an overall question [30]. Therefore, such fundamental tasks are indispensable for implementing deconstruction in the context of perspective-taking. 100115), the analysis process of the articles comprised seven phases. School history textbook narratives of a nation's past often present limited perspectives, which may impede the aim of teaching history from multiple perspectives. Internationale Schulbuchforschung. What is multiperspectivity? With the help of perspective-taking, social actions can be coordinated, and a common understanding of a situation can be leveraged. This blog discusses the most important aspects of this concept and how it relates to history education. If the distinction between a factual judgement and a value judgement is not made, it can lead to randomness in the argumentation [76] (p. 306). D.V. Although perspectivism and thus also perspective-taking are already attributed to Nietzsche, there are very few theoretical approaches in the field of geography education that discuss the dimensions of perspective-taking. In the field of history education, Conrad [46], following the model for historical empathy by Asby and Lee [25], developed a model that contains the three competencies of perspective-taking, explanation and evaluation, with the aim of promoting historical awareness. The authors do not expect students to list the individual perspectives explicitly in these cases. In: Portal C., editor. Therefore, implementing perspective-taking as a competency in geography lessons can contribute not only to the tolerance of ambiguity, but also to the enhancement of our own decision-making processes and democratic participation. Wie ist Fremdverstehen Lehr-und Lernbar? Hence, the environmentalist mostly ignores the needs of the small farmer in favour of the environment because they have other priorities in the issue. In: Budke A., Kuckuck M., Meyer M., Schbitz F., Schlter K., Weiss G., editors. ; Methodology, D.V. It can help students not only to understand other perspectives and to develop their own opinion, but also to question their own knowledge [36]. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (. Thus, it can be assumed that the authors consider undertaking a comparison as an everyday competency that does not require explicit tasks to be set. Nevertheless, the arguably most common . government site. Mentz O. Welcher Tourismus fr Nendaz? Vom Standpunkt des Erkennens: Nietzsches Philosophie des Perspektivismus. Multiperspectivity 1 Definition - uni-hamburg.de The small farmer is an individual actor (actor type), and the environmentalist is a complex actor (actor type), because they are a representative of an international institution. [(accessed on 12 April 2021)]; Blumenfeld P.C. Therefore, ones own perspective is also questioned, regarding affiliations to a certain social ecosystem, which is then compared with other perspectives. If, in addition, the students disclose their own ethical principles, they can also recognise their own established beliefs. Azarian R. Potentials and limitations of comparative method in social science. In our examples, students should understand that both perspectives are only excerpts of reality that are temporally and spatially determined. The understanding of social interaction and social realities is also a fundamental part of todays geography [24], which is why students should be able to apply this ability in geography lessons as well. In: Edelstein W., Keller M., editors. In conclusion, for a subsequent comparison of different perspectives, the identification of more than one perspective is certainly an essential acknowledgement. The aim is to analyse which sub-competencies are enhanced by the students in perspective-taking, which is described in more detail in the following sections. Eine qaulitative Untersuchung zur Strukturierung und Ausdifferenzierung von Bewertungskompetenz in bioethischen Sachverhalten bei Schlern der Sek. Coen A., Hoffmann K.W., Wenz H. Rauchen fr Malawi. The seventh phase followed the last coding process in which both qualitative and quantitative analyses were implemented. Fragen zu Personalitt und Sozialitt. PDF | Four studies were conducted to develop a measure of people's capacity to adopt multiple perspectives when making judgments, In Study 1.20 scale. Therefore, respective analysis is important because it is the actors who are creating geography [70]. Lee P., Ashby R. Empathy, Perspective taking, and rational understanding. Fietz S. (Un)Sicherheiten in New York City. Additionally, the actors scale is an important aspect of geography in terms of the three key concepts of places, spaces and scale [68] (p. 48) because decisions that are made at one scale may have an impact on another actors scale, even if they were not involved in the decision-making process [69]. Mentz [57] (pp. Furthermore, perspective-taking is essential for political judgement in democratic education because perspectives are results from a different social environment or social context. In such cases, the article published first was selected for the analysis. Brokers of multiperspectivity in history education in post-conflict Nine of the 28 articles did not fulfil a single criterion of the dimensions (Figure 1) of explicit competency promotion. Students who accomplish historical perspective-taking will not only benefit in terms of historical understanding but will also be better able to cope with the present world [27] (p. 264). The environmentalist, on the other hand, considers the conflict globally and is able to act globally because of affiliation with the international institution. In: Chapelle C.A., editor. International Handbook of Research on Conceptual Change. However, perspective-taking as a competency in geography education has not yet been discussed. An important finding for all dimensions is that only 15 of the 28 articles analysed contained an overall question regarding the conflict or the issue. Geographical education, in particular, contributes to an understanding of values, ways of life and other cultures [33]. Kster M., Thnemann H. The untapped potential of mixed-methods research approaches for German history education research. FOIA However, to be able to identify the actors in the issue or conflict, an explicit listing of the perspectives may be helpful. We used this model to analyse the tasks of 28 articles from four journals focused on geography education from German-speaking countries, in which the authors used perspective-taking in their lesson concepts. history" approach which had emerged originally in western. PerspektivenwechselKritisch denken und differenziert urteilen. Our model is therefore suitable for the analysis and the development of teaching materials that implement perspective-taking. Explain the process of multiperspectivity. 2224). Where Does Teaching Multiperspectivity in History Education Begin and ; Writingreview and editing, D.V. Klieme E., Hartig J., Rauch D. The Concept of competence in educational contexts. This differentiation should therefore be explicitly stated as part of set tasks [50] (p. 6), because specific tasks can help students to better consider certain aspects [81] (p. 161). | University Libraries, George Mason University. Klebel C. Zukunft in Amazonien. Entwicklungspsychologische und klinische Untersuchungen. This study examines the extent to which students include multiple perspectives when processing a schoolbook text that . Finally, they disclose their own ethical principles and consider them when judging the perspectives. However, the human being cannot overcome perspectivity, because their existence causes it. Different The normative model is divided into six dimensions: acknowledgement, comparison, analysis, deconstruction, evaluation and metareflection (Figure 1). Historical Empathy and Perspective Taking in the Social Studies. Overall, it can be assumed that because of the didactic explanations or the implicit tasks, the comparison of perspectives is considered to be self-evident for the authors and is therefore not always explicitly asked for in a task. Understanding the actors in the context of existing values is also important in geography education. Articles by authors who used the term perspective as a future prospect and did not deal with different points of view were not included in the analysis. The students are able to consider this conclusion when answering an overall question. Existing models for perspective-taking developed for other disciplines cannot be fully adapted for geography education. Perspective-taking is a complex process of understanding; therefore, developing it as a competency can support students in developing their social cognition as well as their critical thinking. Perspective-taking is considered an important method in geography education [35]. In: Davis O.L., Yeager E.A., Foster S.J., editors. Therefore, the students should be able to develop a deconstruction that includes a point of view reflection and a self-reflection to answer an overall question. To promote perspective-taking in geography lessons, a theoretical model has to be developed first, in which central dimensions describe the competence of perspective-taking [40] (p. 183). In: Vosniadou S., editor. PDF Multiperspectivity as a Process of Understanding and Reflection Wilcke H., Budke A. Edwards G. Geography, Culture, values and education. suspense, as a self-reflective way of foregrounding the process of narration, or as a method of endorsing a thematic aspect or a moral within the narrative by . Multiperspectivity as a Process of Understanding and Reflection Multiperspectivity may also refer to a literary or dramatic device employed to deepen one's understanding of characters and events in a novel or play. It has proven to be an effective approach to learning and teaching when addressing post-conflict resolu- tion and understanding (McCully 2012), controversial issues (Tsafrir and Savenije . Cognitive perspective-taking is the ability to understand the other persons thoughts and being able to assess the persons behaviour [5,23]. Qualitative Inhaltsanalyse: Grundlagen und Techniken. Affective perspective-taking is the ability to understand the feelings and emotions of another person [5,22]. In this way, ethical principles can also be discussed and reflected upon [79] (pp. ; Formal analysis, D.V. They are part of a European environmental institution and can take a more long-term view of the issue because they are not directly dependent on the rainforest (spatial and temporal circumstances). Therefore, this assignment does not meet the requirements of perspective-taking. Before The Theory of Social and Economic Organization. Additionally, students rarely needed to explain the rationales (N = 1), ethical principles (N = 2) or targets (N = 2) of the respective actors. In the fourth phase, the text passages assigned to the main category were summarised. However, no competency model for perspective-taking has been provided in geography education to date, which is why a respective model was developed in this study. Bredella L., Meissner F.J., Nnning A., Rsler D. Grundzge einer Theorie und Didaktik des Fremdverstehens beim Lehren und Lernen fremder Sprachen. Individual actors pursue their own interests, whereas complex actors are bound to the interests of the respective institution (e.g., companies or state institutions). Hcker T., Rihm T. Professionelles Lehrer(Innen)Handeln. Explication 2 The idea of multiperspectivity, sometimes also called polyperspectivity, is conceptually related to the notion of perspective and point of view (Niederhoff Perspective - Point of View ). He describes this process as decentring. [44] (2000) identified different forms of relationality between inside and outside perspectives. It should be noted that perspective-taking functioning as the materials didactic focus did not occur in all analysed articles, and was only integrated as a smaller part in others. A metareflection may not be successfully developed without a factual and a value judgement, because both could be necessary to lead students to the finding that several perspectives can be valid and contrasting at the same time, and that these given perspectives are just a selection of theoretically endless possibilities. In order to illustrate the dimension, we will use the example of a rainforest with the overall question: Should the rainforest be exclusively protected and not used for agriculture? and A.B. In the following section, the developed categories of the analysis are briefly introduced. Therefore, we analysed which competencies for perspective-taking were considered important for geography lessons by the authors of didactic geographic journals. Furthermore, it is not explained what other competencies the students need for perspective-taking. History and its representation 1.1 Actors, structures, and causes in history 1.2 Selectivity and scale in history 1.3 Memory, history, and narrative 2. A direct actor corresponds to a particular person (e.g., politicians, residents, environmentalists), so that an issue or conflict is viewed from the perspective of a particularly acting person. Answer Exploring multiple perspectives (which is known as "multiperspectivity" in parts of Europe) requires incorporating source materials that reflect different views of a historical event. However, the authors hardly made any differentiation between a factual judgement and a value judgement. had a growing influence on history education in the rest of. Perspective-taking is an essential competency because it enables a better understanding of complex issues or conflicts with various actors and different points of view involved. Each article was assigned to every dimension (own elaboration). Reinhardt S. Demokratie-Kompetenzen. The environmentalist considers the problem very ecologically, while the small farmer thinks of their basic needs, which must be covered so that they and their family can survive. Beitrge zur Demokratiepdagogik. Australian Geography Teachers Association Contemporary Geographical Issues. The students had to analyse the interests of the actors and explain the arguments of the respective perspectives regarding their differences, as in the following task: Hypothesise and explain why the perspectives of the various actors differ from each other and derivate the potential interests of these actors based on their statements [64] (p. 41, own translation). Multiperspectivity as a Process of Understanding and Reflection: Introduction to a Model for Perspective-Taking in Geography Education - PMC Journal List Eur J Investig Health Psychol Educ PMC8314376 As a library, NLM provides access to scientific literature. By analysing, for example, the actor scale, category and type, the students can better understand the actors ability to act as well as the actors assertiveness of their interests [29]. Ein Beitrag zur Dimensionierung eines Kompetenzmodells im Bereich der Bioethik. Batson C., Sager K., Garst E., Kang M., Rubchinsky K., Dawson K. Is empathy-induced helping due to self-other merging? Bette J. Learning as a process: A learning journey involves developing a key question and designing activities that involve pupils processing knowledge through sorting, classifying and structuring information. the contents by NLM or the National Institutes of Health. Through the value judgement, the students have to decide which arguments of the actors they want to use. This way, the perspectives interests, targets, ethical principles and rationales are present, and the assertiveness of each perspective regarding scale, type and category of the respective actor is already derived and analysed, which could help students considerably with the point of view reflection as well as with the self-reflection. Reitschert K., Hle C. Die Struktur von Bewertungskompetenz. Edelstein W., Keller M. The Development of socio-moral meaning making: Domains, aategories, and perspective-taking. Therefore, thorough evaluation may require a preceding deconstruction. Based on this model, we can define levels for each dimension in the next step to develop and to test a competency level model in order to finally design a development model if possible. Content & Contextual Analysis of Sources in History | PDF | Historian Therefore, students should be able to identify that there are various perspectives for a geographical issue or conflict in relation to the question and list these perspectives. Perspektivenwechsel einben. Schimank S. So viel Zu Akteuren! Third criteria (task): The lesson concepts had to include tasks because they gave detailed instructions for perspective-taking and could also provide information for the analysis of the didactic targets. In: Vogt H., Krger D., Marsch S., editors. The small farmer considers the issue locally and is only able to act locally.