Learning History Through Wonder. Three Approaches To Teaching In The Classroom

Abstract

This article proposes the emotion of wonder as a key pedagogical strategy to revitalise the teaching of contemporary history at university level, especially in disciplines such as International Relations, Journalism, Political Science and other related degrees. In a context in which history subjects have seen a decline in their academic weight, it is suggested that wonder can be a powerful tool to rekindle interest in the subject, facilitating not only a deeper understanding of historical processes, but also their connection to the political and social challenges of the present. Through this approach, students are not only expected to acquire knowledge, but also to develop essential critical skills, such as reflective analysis, intellectual curiosity and the ability to contextualise historical events in a contemporary framework. The article proposes three key methods for articulating the teaching of history: historical narrative, autobiography and the history of ideas, adapted to current political and social issues. In this way, a dynamic history is proposed that invites students to explore the past with an active vision that is relevant to the challenges of the present.

Keywords

• didactics
• pedagogical practice
• personality development
• critical thinking
• historiography