Situated (besieged) historical cognition

Abstract

This text critically reviews the scholarly literature surrounding the concept of Situated Historical Cognition, highlighting the importance of understanding history learning as a phenomenon that is not only contextualized and multidimensional but also multidisciplinary. It highlights the contributions and influence of English, French, German, and Iberian schools of thought on this conceptual framework, with an emphasis on epistemocentric historical cognition. It also highlights the relationship between situated cognition and sociocultural approaches, emphasizing that learning involves cognitive, political, affective, and moral dimensions, thereby challenging the purely cognitivist view. The text critiques the place of cognition in history, points to the importance of integrating different theoretical and methodological traditions and reinforces the need for a complex and hybridized understanding of historical cognition, capable of integrating historical consciousness, culture, identity, and the social uses of the past. By discussing tensions between the didactics of history, historical education, and learning theories, the article highlights conceptual disputes and advocates for an interdisciplinary approach at the intersection of history and education.