History Education: Social Sensitivity
История-образование: социална чувствителност
This paper explores the notion of social sensitivity. It argues that social sensitivity as specific attitude to the community and social relationships has both a historical/cultural background and an essentially pedagogical context. On this purpose, I first examine the concept of history and of the principles of education as developed by the philanthropists Lord Brougham, John Minter Morgan and some others in the 19th century. Contrary to a generally accepted idea during this period, in particular, in Lord Brougham's case, history deals with different phenomena, based on various observations, and that is why historical knowledge has regulative functions as compared to the rest of sciences. My concept of history as a social science is developed more fully and justified with references to diverse means of approaching. According to the philanthropists, in order to secure the largest share of public sympathy and support, education should be of the most general interest and utility. The human nature intends the cultivation of the feelings to precede that of the mind. This may be inferred from the fact that the social sympathy of the child may be awakened before the understanding can be exercised. In any event, one's relationships with others and one's understanding of oneself and others depend on the right pedagogical relationships at school and home during the childhood. For John Minter Morgan the education was a process of socialization. The conclusion which is drawn is that the educational project must be equally applicable to the delegation of the master's moral as well as intellectual instruction. In my opinion it is worth a debate.
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