Ne Kadar Çok Şey Değişirse O Kadar Şey Aynı Kalır: değişim ve süreklilik hakkında öğrencilerin düşünmelerini geliştirme (Çeviri)

Year 2021, Volume: 1 Issue: 8, 6 - 6, 25.12.2021

Hamza Keleş Translator: Hülya Sadık Yılmaz

Abstract

Öyleyse, gerçekten, tarihteki devrimlerinizi, dönüm noktalarınızı, büyük değişimlerinizi (metamorfoz) unutun. Bunun yerine toprağın yeniden yeşermesinin yavaş, çetin, bitmez ve belirsiz sürecini düşün. Grahamswift’in Waterland romanı 1937’ de hem değişenin hem de değişmenin olduğu bir yer ve mekanda, Fens’te geçiyor1. İnsan gözünün tasavvur edemediği siltasyon süreci Fens’in peyzajının asla sağlam olmadığını gösterir. Swift’in bu analojisi bizi değişim ve süreklilik hakkındaki soruların niçin bu kadar ilginç bir o kadar da kafa karıştırıcı olduğunun özüne götürür: bir süreç içinde eş zamanlı olarak hem değişim hem de süreklilik nasıl var olabilir?
Değişim ve sürekliliği öğretmek niçin bu kadar zordur?

Keywords

tarih, değişim, çeviri

The More Things Change, the More Stays the Same: developing students' thinking about change and continuity

Abstract

So really, forget about your revolutions, your turning points, your big changes (metamorphosis) in history. Think instead of the slow, arduous, unending, and uncertain process of soil regrowth. Grahamswift's novel Waterland takes place in Fens, a place and place where both change and change occur in 19371. The siltation process, which the human eye cannot conceive, shows that the Fens landscape is never intact. Swift's analogy takes us to the heart of why questions about change and continuity are so interesting and yet confusing: how can both change and continuity exist simultaneously in one process?
Why is it so difficult to teach change and continuity?

Keywords

history,, pedagogy, translate, pedagogy

References

• Space limitations mean it is not possible to give even an outline bibliography of teacher/researcher literature concerning the concept of change and continuity. A good starting point is Counsell, C. (2011) ‘What do we want students to do with historical change and continuity?’ in Davies, I .(ed.) Debates in History Teaching, Abingdon: Routledge.
• B low, F. (2011) ‘”Everything flows and nothing stays”: how students make sense of the historical concepts of change, continuity and development’ in Teaching History, 145, Narrative Edition, pp. 47-55.
• Foster, R. (2008) ‘Speed cameras, dead ends, drivers and diversions: Year 9 use a “road map” to problematise change and continuity’ in Teaching History,131, Assessing Differently Edition, pp.4-Edexcel specification.
• B anham, D. (1998) ‘The return of King John: using depth to strengthen overview in the teaching of political change’ in Teaching History, 99, Curriculum Planning Edition, pp. 22-31; Fordham, M. (2012) ‘Out went Caesar and in came the Conqueror, though I’m sure something happened in between… A case study in professional thinking’ in Teaching History, 147, Curriculum Architecture Edition, pp.38-45.
• Dawson, I. (2004) ‘Time for chronology? Ideas for developing chronological understanding’ in Teaching History, 117, Dealing with Distance Edition, pp.14- 24.
• Jarman, B. (2009) ‘When were Jews in medieval England most in danger? Exploring change and continuity with Year 7’ in Teaching History, 136, Shaping the Past Edition, pp.4-12; Counsell (2011) op.cit.; Fordham op.cit.
• Jones, H. (2009) ‘Shaping macro-analysis from micro-history: developing a reflexive narrative of change in school history’ in Teaching History, 136, Shaping the Past Edition, pp. 13-21.
• 1Fairclough, A. (2002) Better Day Coming: blacks and equality 1890-2000, New York & London: Penguin; Tuck, S. (2010) We ain’t what we ought to be: the black freedom struggle from emancipation to Obama, Cambridge, Mass & London: Belknap Press of Harvard University Press.
• Megill, A. (2007) Historical Knowledge, Historical Error: a contemporary guide to practice, Chicago: The University of Chicago Press.
• The term ‘thick description’ gained currency from Geertz (The Interpretation of Cultures, New York: Basic Books). An anthropologist, his work has influenced the writing of cultural historians.
• Whereas within the Programme of Study of England’s NC 2008, explanation and description are given equal status: ‘Pupils… provide well-structured narratives, explanations and descriptions of the past’ (QCA op.cit, p.114), within the Level Descriptors ‘description’ is deemed a lower-level skill than ‘analysis’ and ‘explanations’ (ibid., p.118-19). The privileging of explanation over description is also enshrined in GCSE and GCE subject criteria (OFQUAL, 2011; 2012).
• B arnes, S. (2002) ‘Revealing the big picture: patterns, shapes and images at Key Stage 3’ in Teaching History, 107, Little Stories, Big Pictures Edition, pp.6-12; Foster op.cit ; Jones op.cit.; Fordham op.cit.
• Counsell, C. (2004) History and Literacy in Year 7: building the lesson around the text, London: Hodder Murray; Ward, R. (2006) ‘Duffy’s devices: teaching Year 13 to read and write’ in Teaching History, 124, Teaching the Most Able Edition, pp. 9-15.
• Woodcock. J. (2005) ‘Does the linguistic release the conceptual? Helping Year 10 to improve their causal reasoning’ in Teaching History, 119, Language Edition, pp.5-14. 19 Foster op.cit.; Counsell(2011) op.cit. ; Fordham op.cit.
• B raudel, F. (1972) The Mediterranean and the Mediterranean world in the age of Philip II, trans. Reynolds, S., New York: Harper & Row. Jarman op.cit.; Fordham op.cit.; Counsell (2011) op.cit.
• Counsell, C. (1997) Analytic and Discursive Writing, London: Historical Association,p.17.