In this article I propose a theoretical and
practical discussion about the concept of
historical empathy based on English History
Education. At first, I will address the
main criticisms related to the uses of this
concept in the school environment. Such
criticisms, as we will see, derive directly
from an erroneous definition of the term,
which has, in fact, compromised its use and
threatened its legitimacy even among
teachers/researchers in the field. In a second
moment, I will analyze the historical
ideas that high school students presented
about this concept after an activity carried
out with the Italian fascist newspaper La
Provincia di Bolzano.
