“HISTORICAL EMPATHY: STRATEGY TO TEACH IT AND CONTRIBUTIONS TO HISTORY’S STUDY

Abstract

In this article we expose the results of a didactic expe-rience for the development of the historical empathy in 16 -17year old students. The ultimate objective of this investigation is to propose some general alignments for the design and implementation of di-dactic strategies focused in learning of history through empathy. The historical empathy, for years questioned, presented multiple challenges caused by cognitive and emotionally-imaginative multidimensionality, whose prudence of transfer in the classroom is disputed. To handle these problems, we propose three pillars, pulled out from the theory and confirmed in practice, which all together guide the planning of the didactic sequence: the conscious and progressive work around the concept of historical empathy, the emphasis on the study of the his-torical context and the elaboration of empathetic explanations. The report highlights the necessity of replacing a teaching based on the memorization of information, with a fruitful method of teaching, on how to work and develop of thinking skills, especially those linked to the historical thinking. This investigation aims to contribute and moti-vate, at the same time, further investigation and reflection about this subject in Chile.