Enriching Ethical Judgments in History Education

AbstractThis article explores the relationship between the philosophy of ethics, history education, and young people’s historical ethical judgments. In the last two decades, “ethical judgments,” which focus on making decisions about the ethics of historical actions, has been acknowledged as a second-order historical thinking concept in history education. Despite the expectation that history students should make reasoned and critically thoughtful historical ethical judgments, this aspect of history education is under-emphasized and under-theorized. In addition, the limited research available indicates that history teachers’ and students’ ethical judgments are often oversimplified because they focus on the conclusion about the rightness or wrongness of an action over the thought processes involved in arriving at a justified position. Using refugee migration as an example of historical and contemporary controversy, we consider how the philosophy of ethics could enlarge the “ethical” in ethical judgment and o...