La enseñanza y el pasado–presente–futuro de las sociedades: Formación de la conciencia histórica y educación para el futuro

Abstract

In this article we pretend to prove the relations between two lines of research and inno- vation in the teaching of history and social sciences, both have important points of contact, although they belong to different scientific traditions. One is the development of historical consciousness; the other is the so called education for the future. The most obvious relation- ship between both traditions is their conception of the time and the importance that is given to the concept of future. Historical consciousness is temporal consciousness and helps us to relate the past with the present and with our ideas and ideals about the future. Education for the future aims to analyze the images that society has built for the future and at the same time, help to build capacities to think of alternative or desirable futures and act accordingly with responsibility and social commitment. In our opinion, both traditions are becoming more and more closer, as the historical–temporal consciousness points strongly to the future–present, and the education for the future needs to think about the past and the learning of temporality.