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      Perspective as a threshold concept for learning history

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          Abstract

          The epistemological concept of perspective meets all the conditions set by Meyer and Land (2003, 2006) to be considered a threshold concept for history learning. Following this initial hypothesis, this paper analyses the concept and the ways in which it constitutes a threshold: grasping perspective not only transforms one’s understanding of history, but it is also necessary for many aspects of historical thinking. Yet grappling with perspective is no easy feat, since understanding it requires the learner to confront other deeply rooted concepts and beliefs. Accordingly, the article explains how naive realism and the engrained epistemological tradition embodied in the expression ‘facts first’ make it difficult to understand history through perspective. Finally, a four-part model outlining different ways of understanding perspective is proposed, thus providing a framework within which we can think about what it means to cross the threshold from naive realism to a perspectivist vision of history.

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          The Scientific Image

           Bas Fraassen (1980)
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            Effects of beliefs about the nature of knowledge on comprehension.

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              Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning

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                Author and article information

                Journal
                herj
                herj
                History Education Research Journal
                HERJ
                UCL Press (UK )
                2631-9713
                20 April 2021
                : 18
                : 1
                : 109-125
                Affiliations
                University of Zaragoza, Spain
                Author notes
                Corresponding author: Email: jparicio@ 123456unizar.es
                Article
                10.14324/HERJ.18.1.07
                Copyright © 2021 Paricio

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

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                Tables: 1, References: 87, Pages: 18
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                History Education Research Journal
                Volume 18, Issue 1

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