The historical empathy as a teachable and a cognitive skill

ABSTRACT Since this is the first study on the subject of historical empathy in Turkey, in the first place, the theoretical base of historical empathy is presented in this dissertation. Secondly, on the discussion about whether historical empathy is teachable and cognitive skill or not, this dissertation maintain that it is so ("The Historical Empathy as a Teachable and a Cognitive Skill"). In order to prove this assertion, the results of the researches that had done beforehand about historical empathy are put down. Besides, a qualitative research with experimental and control groups in middle and secondary schools was planned. The research was conducted with two 8th class and two 10th classes and with total 111 students. During the research, the historical empathy skill was tried to be taught to the experimantal group with different techniques that directed to teaching historical empathy and the control group was taught with the traditional method. At the end of lessons, the essay type exam with six questions was giveji. The response to the questions directed to the historical empathy skill were evaluated with descriptive analysis according to the historical empathy levels of Peter J. Lee. The video record about drama activity was also analysed and evaluated. According to the analyze of the 5th question which is the historical empathy question, the great part of control group student did not answer the question or they showed lower historical empathy levels (Level 2 or 3) and their answers include very restiricted historical knowledge. On the other hand, the experimantal group students could reach higher historical empathy levels (Level 4 or 5) than control groups. In addition, their answers are based the historical evidence and knowledge. They can remember and use the information better than control group. They showed that they could analyse and make synthesis and they could think critically and understand the decision making and deduction process which all are the element of cognitive development. In the light of these findings, it can be concluded that historical empathy is a teachable and a cognitive skill and the history curriculum had better include the historical empathy skill as an aim.