Conclusions and Implications: SR of History Influence Political Attitudes and Culture

previously described SR of history have psychosocial consequences, especially in terms of intergroup relations (Bobowik, Paez, Basabe, Licata, & Klein, 2014; Kus, 2013; Paez, Liu, Bobowik, Basabe, & Hanke, in press; Paez et al., 2008; Smeekes, Verkuyten, & Poppe, 2011). The way history is taught and framed may shape the relations between different national, religious or ethnic groups. Therefore, in the present chapter we propose a series of guidelines which may serve to sensitize history teachers, editors of history textbooks and policy makers about how history is being narrated, how these narratives are being assimilated by lay people and how they may affect their attitudes. We delineate guidelines around three important areas of interest related to the three competences in historical thinking: understanding historical significance, understanding historical continuity and change and historical consciousness and perspective-taking.

 
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