Abstract
In this paper I explore the connection between narrative ethics and the increasing emphasis on historical consciousness as a way to cultivate moral responsibility in history education. I use Timothy Findley’s World War I novel, The Wars, as an example of how teachers might help students to see history neither simply as a collection of artefacts from the past, nor as an effort to construct an objective view about what went on in those other times and places, but rather as something that makes ethical demands on us here and now. Theoretically, this paper draws on Adam Zachary Newton’s conception of narrative ethics and Roger Simon’s conception of historical consciousness, both of which rest on the Levinasian themes of irreducible difference, the face, and subjectivity as a position of ethical responsibility to and for the other.
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Notes
Claudia Eppert’s chapter on Joy Kogawa’s novel Obasan (in Simon et al. 2000) makes an argument similar to what I am proposing here.
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Chinnery, A. On Timothy Findley’s The Wars and Classrooms as Communities of Remembrance. Stud Philos Educ 33, 587–595 (2014). https://doi.org/10.1007/s11217-014-9406-7
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DOI: https://doi.org/10.1007/s11217-014-9406-7