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Winnicott’s “transitional space” to explore how emotional meaning is formed when historical significance is made. Drawing on personal archival study with Simon, the paper argues that ethical remembrance enables historical understanding as creative play. This play both activates and disciplines the painful and hopeful work of processing loss, emphasizing boundaries, connection, and responsible engagement with difficult returns of the past.",{"@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/the-transitional-space-of-history-reflections-on-the-play-of-roger-simons-remembrance-pedagogy/597641/",{"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/the-transitional-space-of-history-reflections-on-the-play-of-roger-simons-remembrance-pedagogy/597641.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper relate Roger Simon’s “transactional memory” to Winnicott’s “transitional space”?","Question",{"text":112,"@type":113},"It treats them as connected ways to analyze how emotional dimensions emerge when historical significance is created. “Transitional space” helps frame remembrance as an activity where meaning can be reworked rather than simply transmitted.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does “points of connection” mean in Simon’s remembrance pedagogy, according to the paper?",{"text":117,"@type":113},"The paper argues that these points also operate as points of separation. 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Winnicott’s theory of “transitional space” to examine the emotional dimensions of making historical significance. Drawing on a personal memory of archival study with Simon, I suggest that his attention to the ethical qualities of remembrance at the sametime offers a theory of remembrance as a work of creative play that sets into motion the painful and hopeful process of working through the anguish of loss.  \nA genuine tomorrow, and not a repeat of yesterday or today requires we reassess what we have learned and repressed (Simon, 2000, p. 22)  \nAn old adage tells us that this, too, shall pass. Today will soon be yesterday and tomorrow will one day arrive. But time is also uneven and uncanny, for what feels immediately present can at the same time usher in the return of what is familiar and old. Yesterday is never finally over and done with, even if seemingly forgotten. Together with colleagues Sharon Rosenberg and Claudia Eppert, Roger Simon (2000) reminds us that time is not solely a linear concept. History is both a“difficult return” and a difficult education: “a psychic and social responsibility to bring the dead into presence, a responsibility that concurrently involves learning to live with, in relation to loss”(p. 3). Simon devoted the latter part of his scholarship to the study of the ethical complexity of summoning a relation with history’s haunting returns. Across a range of sites such as the classroom, the museum, and theart gallery, Simon was concerned with developing remembrance practices that could create “points of connection” among past, present, and future (2005, p. 89) . Atthe same time, Simon was wary of symbolic collapse. To his mind, there could be no“genuine tomorrow” if it had been already determined by either today or yesterday. Equally, there can be no yesterday if it is overshadowed by the concerns of tomorrow and today. Indeed, the opposite of history is, from Simon’s view, not the future but “a repeat of yesterday or today” that cannot hold open the distance afforded by thought and by time.  \nThe “points of connection” to which Simon refers are, then, points also of separation. This separation, Simon argues, is needed to symbolize history for its inherent dissension,“an expression of struggle” over the representation of past events in curriculum and pedagogy (Giroux & Simon, 1984, p. 231) . Rather than a fantasy of historical objectivity, Simon’s use of the term separation refers to a space in which students and teachers alike can engage history as a conflicting record of incomplete interpretations with the potential to affect, challenge, and think anew.  \nFarley, 2014 Canadian Social Studies, Volume 47, No. 2  \nHis was a pedagogy of looking before leaping to certain conclusions and in that gap, taking a closer look at how historical knowledge is fraught with resistances, doubt, and senses of debt and obligation. Simon found generative and ethical potential in the construction of and engagement with counter narratives, symbolic dissidents, psychic remainders and forgotten others, which he believed opened the heroic study of history to its discarded remains. At every turn, his scholarly and pedagogical work slowed down the rush to triumphant conclusions, attending instead to the stories, conditions, and processes that could welcome the disruptive force of histories “undergone and spoken of by others”(Simon, 2005, p. 90) .  \nSimon’s idea of there being “points of connection” between yesterday and today therefore implies an obligation to represent a relationship to history in the awareness that knowledge cannot conclusively close the gap through maste","cbCaijKLkC02mW1V","https://ap.wps.com/l/cbCaijKLkC02mW1V","pdf",79732,"English","# Abstract\n# Core argument and ethical dimensions of remembrance\n## Transactional memory and transitional space\n## Points of connection as boundaries and separation\n# History, ethics, and the challenge of a genuine tomorrow\n# Creative play and emotional labor in the face of loss","[{\"question\":\"How does the paper relate Roger Simon’s “transactional memory” to Winnicott’s “transitional space”?\",\"answer\":\"It treats them as connected ways to analyze how emotional dimensions emerge when historical significance is created. “Transitional space” helps frame remembrance as an activity where meaning can be reworked rather than simply transmitted.\"},{\"question\":\"What does “points of connection” mean in Simon’s remembrance pedagogy, according to the paper?\",\"answer\":\"The paper argues that these points also operate as points of separation. Connection is not collapse into the present, but a boundary that preserves distance and conflicting interpretations.\"},{\"question\":\"Why does the paper emphasize ethics in historical education?\",\"answer\":\"Ethics arises from representing history without closing the gap through mastery of facts. The paper links ethical potential to history “breaking in on the present,” creating room for new meanings and shared debate.\"}]","The Transitional Space of History: Reflections on the Play of Roger Simon’s Remembrance Pedagogy | PDF",1792085401,23]