Imagining (imagined past self) may give learners a greater feeling of entry into a historical situation than hypothesizing¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The article proposes that shifting from hypothetical past self to imagined past self allowed a participant to shed present-day thinking and feel more confident in her interpretation. → Nilsen 2016

Evidence¶

Nilsen 2016¶

Nilsen, A. P. (2016). Navigating windows into past human minds: A framework of shifting selves in historical perspective taking. Journal of the Learning Sciences, 25, 372-410. https://doi.org/10.1080/10508406.2016.1160830

q2 · i? · qualitative · r2

Authors' interpretation of Callie's switch to imagined past self in her Józefów protocol, where she voiced an inference (that someone like her was probably not involved in the boycott) as though it were fact. The article hedges: "Perhaps imagining allowed her a greater feeling of entry into the situation."

"Perhaps imagining allowed her a greater feeling of entry into the situation, making her more able to shed the present-day thinking of her now-self and to feel more confident in her interpretation"

Discussion¶

Related Claims¶

• HPT is not a simple shedding of presentist perspectives: multiple selves of one learner intertwine with the target's perspective
• The now-self functions as an anchor in HPT: participants began in now-self and frequently returned to it
• Shifts among self perspectives are locatable moments of learning in which the self develops and expands
• Before developing historical thinking skills, students approach the past with common sense, including presentism — seeing past people as sharing contemporary values — related