Chapman, Arthur; (2024) Historical Interpretation as the Foundational Concept for History Education. Revista de Historia (In press).

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Abstract

This paper begins by reviewing the range of ways in which historical thinking concepts are modelled in contemporary Anglophone history education discourse, and identifies a focus on historical accounts and historical interpretations as being characteristic of English history education traditions. Arguments are advanced for the importance and priority of an understanding of historical accounts and interpretations in the understanding of all historical thinking concepts. A model of how historical accounts and interpretations work is then presented and elaborated, showing how the considerations advanced play a central role in a wide range of ways of making sense of the past. The paper concludes by arguing for the centrality of understandings of accounts and interpretations to history education in our contemporary multi-storied contexts, where appreciating the plurality of ways of making sense of history is vital in a number of senses.

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