Author Description

List Of Tablesacknowledgementschapter 1: Introductionpart I: Reflections In Researchchapter 2: Historical Consciousness And The Human Condition -- Revisiting Moral Motivations And Their Implications For Educationchapter 3: Language As A Means To Broaden Horizons Of Perception: Third Order Concepts In Research About Historical Consciousnesschapter 4: Systematic Review Of Historical Consciousness And Moral Consciousness (mapping The Material But Understanding The Field Theoretically)chapter 5: Discourses Of Historical Consciousness And Moral Consciousness In Australian Doctoral Theseschapter 6: Why Is Ethics Important In History Education? A Dialogue Between The Various Ways Of Understanding The Relationship Between Ethics And Historical Consciousnesspart Ii: Young People's Perceptions / Concepts Appliedchapter 7: In Search For Intersections Of Historical And Moral Consciousness In Students' Answers: How A Research Instrument Was Designed And Usedchapter 8: Temporal Orientation And Moral Reflectionschapter 9: Exploring Moral Sensitivity And Historical Empathy In Students' Response To A Historical Moral Dilemma Chapter 10: History Interactions: Students Pose Questions To A Difficult Pastchapter 11: Students On Moral Judgment Making In History And The Place Of Moral Questions In The History Classroompart Iii: Conclusions And Implications For Teachingchapter 12: Conclusions -- A New Theoretical Framework Electronic Reproduction. London Available Via World Wide Web. Niklas Ammert Is Professor In History At Linnaeus University, Sweden. Silvia Edling Is Professor In Curriculum Studies At The University Of Gävle, Sweden. Jan Löfström Is Associate Professor In History And Social Studies Education At The University Of Turku, Finland And Visiting Professor Of History Education At Linnaeus University, Sweden. Heather Sharp Is Associate Professor In Education At The University Of Newcastle, Australia.