Izvleček
V članku predstavljamo posebnosti razvijanja in spodbujanja veščin kritičnega mišljenja v povezavi z veščinami dela z zgodovinskimi viri, kot jih opredeljujeta učna načrta za zgodovino v osnovni šoli in gimnaziji. V razpravo sta bila zajeta model kritičnega mišljenja, kot je ga je uvodnem članku tematske številke Zgodovine v šoli predstavila Rupnik Vecova, in model veščin dela z viri, kot ga je oblikovala Brodnikova s sodelavci v projektih EUfolio in ATS2020. Predstavljeno je, s katerimi veščinami se oba modela prepletata. Opredeljeni so pomen zgodovinskih virov za zgodovino in načini delitve zgodovinskih virov, ponazorjeni s primeri in usmerjevalnimi vprašanji, ki so učencem v pomoč pri ugotavljanju različnih vrst zgodovinskih virov. Sledi osrednji del z razlago elementov kritičnega mišljenja, kot sta iskanje in vrednotenje virov, ki se pri delu z zgodovinskimi viri kažeta kot iskanje, ugotavljanje in uporaba verodostojnih, uporabnih in zanesljivih zgodovinskih virov ter (so)oblikovanje in uporaba kriterijev za vrednotenje virov in njihovo citiranje. Presojanje relevantnosti, zanesljivosti in uporabnosti virov se ugotavlja z razlikovanjem dejstev od mnenj, ki pri delu z zgodovinskimi viri vključuje analizo, kritično presojo zgodovinskih dejstev in dokazov ter njihovo ločevanje od mnenj, sklepov in razlag ter pogled na neko zgodovinsko dogajanje vsaj z dveh različnih perspektiv, ki ga uporabljamo za večjo objektivnost interpretacij zgodovinskega dogajanja. Predstavljeni so primeri ugotavljanja pristranskosti, predsodkov in stereotipov v zgodovinskih virih. Na temelju relevantnih zgodovinskih dejstev in dokazov se izpelje induktivno in deduktivno sklepanje z oblikovanjem sintez, sklepov, razlag, pogledov, mnenj o zgodovinskem dogajanju. Veščina vrednotenja in odločanja pa se nanaša na samostojno izbiranje in odločanje s pomočjo relevantnih kriterijev, s katerimi se presodi posledice sprejetih odločitev, ki se pri zgodovini kaže kot sposobnost samostojnega izbiranja in odločanja ter oblikovanje svojih pogledov na zgodovino, ki pa morajo upoštevati vrednote zahodne evropske civilizacije. Vse predstavljene veščine so ponazorjene in utemeljene s konkretnimi primeri nalog in aktivnosti, ki povezujejo veščine dela z viri z veščinami kritičnega mišljenja.
Abstract
Encouraging Critical Thinking when Working with Historical Sources
The article describes the special characteristics of developing and encouraging critical thinking skills in regards to the skills of working with historical sources defined in history syllabuses for primary and upper secondary schools. The discussion consisted of a critical thinking model, presented in the introductory article of the History in school issue by Rupnik Vec, and a model of skills for working with historical sources as designed by Brodnik and coworkers for the EUfolio and ATS2020 project. The article presents skills contained in both models. It defines the significance of historical sources for history, and presents ways of categorizing historical sources along with examples and orientation questions, which help students determine different types of historical sources. The main part contains an explanation of critical thinking elements, such as source finding and evaluation, which in working with historical sources is seen as searching, determining and application of trustworthy, useful, and reliable historical sources, the (co)development and application of criteria for source evaluation, and the citation of sources. Deciding on the relevance, reliability, and usefulness of the sources is based on distinguishing between facts and opinions, which in working with historical sources also incorporates analysis, critical judgment of historical sources and evidence, and their separation from opinions, conclusions and explanations, as well as the consideration of specific historical events from at least two different perspectives in order to achieve their more objective interpretations. The article contains examples of determining bias, prejudice and stereotypes in historical sources. Based on relevant historical facts and evidence, inductive and deductive reasoning is made by formulating syntheses, conclusions, explanations, viewpoints, and opinions about the historical event. The evaluation and decisionmaking skills refer to independent selection and decisionmaking with the help of relevant criteria, which are used to judge the consequences of adopted decisions, in history lessons seen as the capability of independent selection and decision-making, and formulating one’s own views of history, in which the values of the Western European civilization should be taken into consideration. All presented skills are given and supported with concrete examples of assignments and activities, which connect source working skills and critical thinking skills.