Conversamos con Joaquim Prats, el primer catedrático de Didáctica de la Historia (UB)

Didactics of History: Current State and Challenges

Introduction to Joaquín Prats

• Joaquín Prats is recognized as the first professor of didactics in history at the University of Barcelona, influencing many secondary education teachers through innovative materials.

• He is a prominent figure in social sciences didactics across Spain and Latin America, holding an emeritus position at the University of Barcelona while maintaining a student-like perspective.

The Relationship Between Research and Secondary Education

• Prats will discuss the current state of history teaching, focusing on the disconnect between university-level research and secondary education practices.

• He highlights ongoing projects with his research group, DIGES, aimed at bridging gaps between theoretical frameworks and practical classroom applications.

Historical Separation Between Academia and Secondary Teaching

• There has traditionally been minimal interaction between university educators and secondary school teachers, particularly in history didactics. This separation persists despite some changes over time.

• The academic world often operates independently from secondary education, with university professors primarily focused on their disciplines rather than engaging with practical teaching methods used by high school educators.

Attempts to Bridge the Gap

• Some university professors have backgrounds in secondary education, which can help bridge this historical divide; however, such instances remain exceptions rather than norms.

• Many researchers view secondary schools merely as testing grounds for their theories rather than collaborating with practicing teachers to enhance educational methodologies. This approach undermines potential synergies that could benefit both parties involved in education.

Challenges Facing Modern Educators

• The relationship between young researchers not rooted in secondary teaching further complicates collaboration efforts; this detachment poses challenges for both higher education institutions and secondary schools alike.

• Teachers face increasingly complex classrooms filled with motivated students who require tailored approaches; without understanding these dynamics from a university perspective, effective methodologies are hard to develop or implement successfully.

History Education Innovations: A Retrospective

The Evolution of History Teaching

• The late 20th century, particularly the 1970s and 1980s, marked a significant period for innovation in history education, primarily driven by secondary school teachers rather than universities.

• The introduction of LOGSE in the 1990s led to a decline in innovative teaching practices as it imposed rigid guidelines that stifled teacher creativity and motivation.

• By the late 1990s and early 2000s, there was a regression towards traditional textbook reliance in classrooms, with few exceptions where innovative practices persisted but lacked leadership.

Resurgence of Innovation

• In recent years, particularly over the last decade, there has been a resurgence of innovative teaching methods among secondary school teachers, often facilitated by technology.

• While technology itself is not synonymous with innovation, its effective use has opened new avenues for educational improvement and engagement among educators.

Historical Context and Challenges

• Many innovations stem from university professors who have applied their doctoral research to enhance classroom environments after experiencing challenges during previous decades.

• There is a need to revive the professional spirit that characterized secondary education during its peak periods of innovation recognized internationally.

Shifts in Educational Materials

• The anti-textbook movement aimed at creating diverse educational materials that moved away from rote learning; however, administrative burdens under LOGSE reverted many teachers back to textbooks as primary resources.

• This shift back to textbooks often demotivated students due to unclear educational objectives and lack of engaging content.

Legacy of Educational Reform Groups

• Historical reform groups like "Germanía" emerged in the late 20th century aiming for more modern approaches to history education through collaborative efforts among educators.

• Vicente's legacy includes establishing an editorial focus on historical maps and resources which laid groundwork for future educational reforms despite challenges faced during Franco's regime.

Methodological Changes

• The "Germanía" group introduced social-oriented historical content instead of episodic narratives; however, initial methodologies focused heavily on source analysis were met with mixed results due to complexity.

• Despite some methodological shortcomings, materials produced by this group gained significant traction within academic circles for their innovative approach.

Innovative Teaching Methods in History Education

The Shift from Traditional to Interactive Learning

• The teaching methods used in Salamanca, Galicia, were successful as they broke away from traditional discursive teaching, emphasizing active classroom participation as a foundation for learning.

• Criticism exists regarding the reliance on historical sources; however, the speaker argues that contemporary education should create adaptable materials rather than solely depend on historical texts.

• Modern multimedia resources provide engaging historical information that motivates students more effectively than traditional written documents.

Simulating Historical Research

• The educational project emphasizes simulating the work of historians to help students understand how historical knowledge is constructed and recognize its epistemological foundations.

• Students are encouraged to see history not merely as stories but as a product of research and critical analysis, fostering a deeper understanding of the subject matter.

Engaging Students through Innovative Projects

• The speaker continues to use innovative materials with students in teacher training programs, demonstrating their effectiveness and relevance even after 25–30 years since their inception.

• A specific exercise involving a fictional murder mystery has proven effective in sparking student interest and engagement with historical inquiry.

Critical Thinking and Interpretation of Sources

• Students learn to differentiate between interpretation and deduction in history by analyzing evidence rather than accepting narratives at face value.

• Various case studies illustrate the importance of sourcing evidence before making claims about historical events, reinforcing critical thinking skills among students.

Lasting Impact of Educational Innovations

• Many students mistakenly believe that history is purely subjective based on authors' biases; thus, it’s crucial to teach them about different perspectives within historiography.

• The project "13–16" remains significant for its innovative approach during its time, advocating for new ways to incorporate multimedia into history education.

Case Study: Emmeline Pankhurst's Legacy

• A unit on suffragist Emmeline Pankhurst illustrates how modern adaptations (like documentaries and films) enhance understanding while prompting discussions about evidence versus narrative interpretation.

• This ongoing relevance highlights the need for critical evaluation of sources; conclusions drawn from various media can differ significantly based on available evidence.

By focusing on these key areas, educators can foster an environment where students actively engage with history rather than passively consume it.

Understanding the Role of Historians and Education

The Evolution of Historical Specialization

• The speaker discusses the shift in historical methodology, emphasizing that 20th-century historians often specialized narrowly, focusing on specific areas like ancient history or Rome.

• Many educators entering the field were well-versed in topics like the transition from feudalism to capitalism but lacked knowledge in other significant areas such as Eastern Roman history.

The Need for a Broad Historical Context

• There is concern about historians today believing they must be "all-terrain" experts, which can lead to gaps in foundational knowledge necessary for teaching effectively.

• A critique is made regarding educational plans that prioritize specialization over a comprehensive understanding of various historical contexts, particularly when preparing lessons on complex topics like World War I.

Importance of Humanistic Education

• The speaker argues for a broad humanistic education that includes literature, philosophy, and geography alongside history to foster a more complete understanding of human experiences.

• Emphasizing an integrated approach, students should learn about diverse historical periods to develop critical thinking and contextual awareness.

Critique of Current Educational Practices

• There's criticism towards universities for offering courses like economic history as optional rather than mandatory for economics students, undermining essential interdisciplinary connections.

Innovation vs. Research in Education

• The speaker highlights a common misconception among educators that innovative teaching methods equate to research; true innovation stems from addressing theoretical problems rather than practical ones.

• While innovation is vital for enhancing learning experiences, it should not be confused with research; effective teaching requires validation through rigorous scientific methods.

Conclusion: Bridging Theory and Practice

• The discussion concludes by reinforcing the idea that while innovation drives educational practices forward, it must be grounded in solid theoretical frameworks to ensure effectiveness and relevance.

Innovación y Investigación en la Educación Histórica

La Dualidad entre Innovación y Objetividad

• La innovación genera entusiasmo, pero el trabajo de investigación se centra en comprobar la objetividad de las apreciaciones históricas.

• Se presentan dos caminos distintos pero complementarios: la investigación académica y la innovación educativa, aunque a veces sus fronteras son difusas.

Obligaciones del Educador Universitario

• Los universitarios tienen la obligación de realizar investigaciones, mientras que los profesores de secundaria deben innovar; lo ideal es que ambos trabajen conjuntamente.

Grupo de Investigación Multidisciplinario

• El grupo de investigación está compuesto por más de 30 personas con diversas formaciones: comunicación, antropología, ciencias políticas e historia.

• Originalmente enfocado en didáctica histórica, el grupo ha expandido su enfoque hacia el patrimonio educativo y aspectos relacionados con museología.

Enfoque en Patrimonio y Museología

• Se trabaja no solo en el patrimonio como recurso educativo, sino también en su divulgación social y turística.

• Se critica que muchos museos no comunican efectivamente su contenido al público general; se comparan experiencias positivas y negativas entre diferentes museos.

Incorporación de Nuevas Tecnologías

• Se están integrando tecnologías como realidad virtual para crear entornos educativos interactivos donde los alumnos pueden aprender jugando.

• Un nuevo proyecto se centrará en estudiar cómo los estudiantes utilizan redes sociales para informarse políticamente sobre temas relevantes.

Análisis Crítico del Material Educativo

• Un proyecto reciente analizó cómo se trata la memoria histórica en libros de texto, diferenciando entre lo que se considera memoria e historia.

• El grupo es reconocido como uno de los más destacados en España y Latinoamérica por su nivel de investigación didáctica.

Evaluación Externa del Grupo

• En una evaluación externa realizada por una agencia evaluadora, el grupo obtuvo resultados sobresalientes tanto en calidad como en financiación.

The Evolution of Didactics in Spanish Universities

Overview of Didactic Evolution

• The discussion focuses on the evolution of didactics in universities from the late 1980s to the present, highlighting significant changes and advancements in this field.

• Spain is noted for its leading position globally in publishing articles and conducting doctoral theses, second only to the USA regarding impactful publications.

Growth in Doctoral Research

• The speaker reflects on their experience co-directing one of the first doctoral theses at the University of Barcelona, indicating a substantial increase in research output since then.

• Currently, there are approximately 300 to 400 doctoral theses being produced annually, showcasing a rapid growth trajectory within this academic area.

Challenges in Supervision Capacity

• There is a high demand for thesis supervision; however, only a limited number of professors (32 out of 600) are qualified to direct doctoral research due to stringent requirements.

• This high standard results in many aspiring researchers being unable to find supervisors despite their interest and qualifications.

Recommendations for Historical Didactics Resources

• For new history educators seeking current literature, several key journals are recommended:

• Revista de Didáctica de la Historia: A prominent publication focused on historical education.

• Alce: Celebrating over twenty-five years with its hundredth issue recently published.

Additional Academic Journals and Online Resources

• Other notable journals include:

• Car Table de Crío: An online journal from Switzerland that parallels Spanish publications.

• Enseñanza de las Ciencias Sociales: Focused more on research than dissemination.

• Online resources like "Tío" provide valuable insights into educational practices and historical content relevant for teachers.

Importance of Digital Platforms

• The speaker emphasizes digital platforms as essential tools for accessing hard-to-find academic materials that may not be available through traditional means.

• A specific website dedicated to didactics has garnered significant traffic (four million visits), offering both research articles and accessible educational content.

This structured overview captures key discussions about the evolution of didactics within Spanish universities while providing useful resources for educators interested in historical pedagogy.

Exploring Educational Resources in Latin America

Challenges in Accessing Educational Materials

• The speaker discusses the difficulties faced in finding educational articles related to Latin America, highlighting a lack of accessible resources.

• Mention of a specific case where individuals from Uruguay are consulting materials, indicating regional collaboration and resource sharing among educators.

• The speaker reflects on the simplicity and humility of certain educational websites created by individuals with limited expertise compared to more polished historical resources.

• Acknowledgment of the importance of these humble contributions, suggesting they can still provide valuable insights for history teachers.

• Gratitude is expressed towards the interviewee for their time, emphasizing that history professors can gain knowledge through this discussion.