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Building on decades of scholarship, the article argues that Canadian history education research and curriculum should give greater attention to historical empathy because it supports historical thinking, historical consciousness, citizenship, and decolonizing and anti-racist approaches. The work proposes a cognitive-affective theory with five elements and discusses pedagogical considerations for educators.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/historical-empathy-a-cognitive-affective-theory-for-history-education-in-canada/596296/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/historical-empathy-a-cognitive-affective-theory-for-history-education-in-canada/596296.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article mean by historical empathy?","Question",{"text":112,"@type":113},"Historical empathy is described as a process of trying to understand the thoughts, feelings, experiences, decisions, and actions of people from the past within specific historical contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article argue for greater attention in Canada?",{"text":117,"@type":113},"It contends that historical empathy can support learning outcomes tied to historical thinking and historical consciousness, citizenship education, and decolonizing and anti-racist approaches.",{"name":119,"@type":110,"acceptedAnswer":120},"What five elements are included in the proposed theory of historical empathy?",{"text":121,"@type":113},"The theory includes (1) evidence and contextualization, (2) informed historical imagination, (3) historical perspectives, (4) ethical judgements, and (5) caring.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596296,1792190948,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Historical Empathy: A Cognitive-Affective Theory for History Education in Canada  \nSara Karn  \nQueen’s University  \nAbstract  \nHistorical empathy involves a process of attempting to understand the thoughts, feelings, experiences, decisions, and actions of people from the past within specific historical contexts. Although historical empathy has been a rich area of study in history education for several decades, this research has largely taken place outside of Canada. In this article, I argue that greater attention should be paid to historical empathy in Canadian history education research and curriculum because it can support learning outcomes related to historical thinking and historical consciousness, citizenship, and decolonizing and anti-racist approaches to history education. Drawing from and commenting on other scholarship, I present a cognitive-affective theory of historical empathy which includes five elements: (1) evidence and contextualization,(2) informed historical imagination,(3) historical perspectives,(4) ethical judgements, and (5) caring. Through exploring each element and some pedagogical considerations for educators, I emphasize the affective dimensions of history to centre their importance for history education in Canada.  \nKeywords: historical empathy, history education, affective dimensions, historical thinking, citizenship education  \nCanadian Journal of Education / Revue canadienne de l’éducation 46:1 (2023)©2023 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nL’empathie historique est un processus qui cherche à comprendre les pensées, les sentiments, les expériences, les décisions et les actions des personnes du passé dans des contextes historiques précis. L’empathie historique est un champ d’études riche dans le domaine de l’enseignement de l’histoire depuis plusieurs décennies, mais ces recherchesont surtout eu lieu à l’extérieur du contexte canadien. Dans cet article, je soutiens qu’une plus grande attention devrait être accordée à l’empathie historique dans la recherche et dans les programmes d’enseignement de l’histoire au Canada, car elle peut soutenir les résultats d’apprentissages liés à la réflexion historique, à la conscience historique,à la citoyenneté et aux approches décolonisatrices et antiracistes de l’enseignement del’histoire. En m’inspirant et en commentant d’autres études, je présente une théorie cognitive affective de l’empathie historique qui comprend cinq éléments : (1) la preuve et la contextualisation ; (2) l’imagination historique informée ; (3) les perspectives historiques ; (4) les jugements éthiques ; et (5) la sollicitude. En explorant chacun de ces éléments et certaines considérations pédagogiques pour les éducateurs, cet article met l’accent sur les dimensions affectives de l’histoire afin de centrer leur importance pour l’enseignement de l’histoire au Canada.  \nMots-clés : l’empathie historique, cours d’histoire, dimensions affectives, réflexion historique, éducation à la citoyenneté  \nAcknowledgements  \nI would like to thank Drs. Heather McGregor, Theodore Christou, and Thashika Pillay for their feedback on previous versions of this article. This research is supported in part by funding from the Social Sciences and Humanities Research Council.  \nCanadian Journal of Education / Revue canadienne de l’éducation [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nIn history and social studies classrooms across Canada, students are engaged in learning about events, people, and circumstances in the past that require an awareness of different perspectives and consideration for the thoughts, feelings, and experiences of others. Many of the topics under study (Indian Residential Schools, women’s rights, systemic racism, LGBTQ2S+ rights, immigration, war and conflict) have deep historical roots, and their lasting legacies in the present make these issues relevant and meaningful for different st","cbCaib71Mhxp99t7","https://ap.wps.com/l/cbCaib71Mhxp99t7","pdf",361572,31,"English","# Abstract\n# Résumé\n# Acknowledgements\n# Introduction","[{\"question\":\"What does the article mean by historical empathy?\",\"answer\":\"Historical empathy is described as a process of trying to understand the thoughts, feelings, experiences, decisions, and actions of people from the past within specific historical contexts.\"},{\"question\":\"Why does the article argue for greater attention in Canada?\",\"answer\":\"It contends that historical empathy can support learning outcomes tied to historical thinking and historical consciousness, citizenship education, and decolonizing and anti-racist approaches.\"},{\"question\":\"What five elements are included in the proposed theory of historical empathy?\",\"answer\":\"The theory includes (1) evidence and contextualization, (2) informed historical imagination, (3) historical perspectives, (4) ethical judgements, and (5) caring.\"}]","Historical Empathy - A Cognitive-Affective Theory for History Education in Canada | PDF",1792082813,78]