Historical thought and problematization of learning: identification of models in English scientific literature
Moreau D, Smith J. (2019). Historical thought and problematization of learning: identification of models in English scientific literature. Éducation et francophonie. 47(2): 24-44.
This article offers a conceptual analysis of English-language scientific writings on historical thought from the angle of the problematization of learning. Such an approach is necessary in today’s context. On one hand, educational prescriptions encourage teachers to problematize learning in history classes. On the other hand, the models of historical thought conveyed in these writings are solicited by many educators in the French- speaking world. The purpose of this analysis is to investigate these models from the angle of problematization, to understand the situation-problems they govern. Three types of situation-problems are identified. One is to problematize according to the disciplinary concepts of historical thought. A second targets the process of resolution through modeling and the implementation of heuristics. A third is based on the introduction of structures underlying social practices. Elements of convergence and divergence between these types of situation-problems are discussed at the end of this conceptual analysis.