Moral Education and Citizenship Education in Bringing Emotions and Meaning Giving in the History Curriculum: A Finnish View

Jan Löfström

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Chapter 5 Moral Education and Citizenship Education in Bringing Emotions and Meaning Giving in the History Curriculum

A Finnish View

于Nordic Perspectives on Moral and Citizenship Education

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Jan Löfström

Jan Löfström
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类型:: 章节

Page Range:: 80–94

DOI:: https://doi.org/10.1163/9789004745902_005

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Abstract

This chapter discusses links between history education, moral education and education for democratic citizenship in the current curriculum for history in Finnish lower secondary school. The aims of history teaching in the curriculum largely relate to the skills of historical literacy. Aspects of moral education and democratic citizenship education are vague in the curriculum although in historical scholarship ‘a moral turn’ (Cotkin, 2008) took place already at the turn of the century. The chapter first discusses historical consciousness as a basis for democratic citizenship and then the space for democracy education in the aims of history teaching in the current Finnish curriculum. It then proceeds to discuss how Finnish lower secondary school students perceive the space for discussing moral questions in the history classroom and how they justify their views. These justifications show that students’ conceptions of moral are vague. In order to develop them, reasoning about, for example, the moral quality of people’s actions and reflecting on the moral meaning of the past to the present could be valuable in the history classroom. In history education the space for moral education is also located in perspective-taking, in history education often conceptualized as historical empathy. The focus in historical empathy has often been placed on cognition-based perspective-taking, but in this chapter, it is argued that affect-based perspective-taking—with links to moral emotions—is also essential in historical empathy. It is also relevant for history teaching as a component of education for democratic citizenship: deliberative democracy is seen as a possibility to invigorate liberal democracy, but it depends on citizens’ ability for perspective-taking which entails empathy. In this chapter it is argued that students’ cognition-based and affect-based perspective-taking abilities would be supported by giving more space to their personal meaning-giving in encounters with history in the history curriculum.

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Nordic Perspectives on Moral and Citizenship Education

丛编： Moral Development and Citizenship Education, 卷： 26

ISBN:: 9789004745902

出版社:: Brill

印刷出版日期:: 24 Feb 2026

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- Education

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African Studies	Education	Media Studies
American Studies	History	Middle East and Islamic Studies
Ancient Near East and Egypt	Human Rights and Humanitarian Law	Musicology
Art History	International Law	Philosophy
Asian Studies	International Relations	Religious Studies
Biblical Studies	Jewish Studies	Slavic and Eurasian Studies
Biology	Languages and Linguistics	Social Sciences
Book History and Cartography	Life Sciences	Theology and World Christianity
Classical Studies	Literature and Cultural Studies

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Chapter 5 Moral Education and Citizenship Education in Bringing Emotions and Meaning Giving in the History Curriculum

A Finnish View

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Nordic Perspectives on Moral and Citizenship Education

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