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Typ záznamu * :	článek v odborném periodiku (J)
Domácí pracoviště * :	Katedra filozofie (25100)
Název * :	Philosophy of Historiography and the Potential of History Education
Citace :	Černín, D. Philosophy of Historiography and the Potential of History Education. Filozofia. 2023, 78(3), s. 180-193. ISSN 0046-385X.

Podnázev :
Rok * :	2023
Obor * :	Filosofie a náboženství
Kód ISSN * :	0046-385X
Oficiální název periodika * :	Filozofia
Stát vydavatele periodika * :	Slovenská republika
Svazek periodika * :	78
Číslo periodika v rámci svazku * :	3
Číslo článku :
Ročník :
Počet stran článku * :	13
Strana od * :	180
Strana do * :	193
Kód UT WoS :	000953765500003
EID :	2-s2.0-85153476618
Poddruh recenzovaného článku :	Článek v impaktovaném časopise (Jimp)

Klíčová slova anglicky * :	Philosophers of historiography are constantly trying to answer the questionabout the nature of historical practice. However, various philosophical conceptions are often sought out by theoreticians of history education who require an-swering the very same question to utilise history?s potential in achieving didactic goals. This paper seeks to explore three different philosophical conceptions ofhistoriography and their potential for passing on crucial skills of critical thinking and media literacy. It will be shown that despite the competitive nature of vastly different philosophical schools of thought, they all can offer valuable incentives for history educators if they are willing to abandon some dogmas that have originated in the philosophy of historiography itself
Popis v původním jazyce * :	Philosophers of historiography are constantly trying to answer the question about the nature of historical practice. However, various philosophical conceptions are often sought out by theoreticians of history education who require an- swering the very same question to utilise history’s potential in achieving didactic goals. This paper seeks to explore three different philosophical conceptions of historiography and their potential for passing on crucial skills of critical thinking and media literacy. It will be shown that despite the competitive nature of vastly different philosophical schools of thought, they all can offer valuable incentives for history educators if they are willing to abandon some dogmas that have originated in the philosophy of historiography itself
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