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2018
This chapter introduces readers to the multiple ways of perceiving historical research. It focuses on differing approaches to historical understanding and the ways that these methods shape the way we see the field. This chapter discusses archives, types of sources, and approaches to interpretation.
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This chapter introduces readers to the multiple ways of perceiving historical research. It focuses on differing approaches to historical understanding and the ways that these methods shape the way we see the field. This chapter discusses archives, types of sources, and approaches to interpretation.
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Is historical thinking unnatural?
Educational Philosophy and Theory, 2021This essay critically examines the so-called ‘unnaturalness’ of historical thinking. I identify and analyse three lines of argument frequently invoked by historians to defend the validity of histor...
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2019
Developing historical thinking is becoming an overarching goal of history education, at least on the declarative level. The concept is not new and has been developed for many years in various national and international contexts. However, its scope and contents, and especially the methods of transferring it onto everyday school practice still remain ...
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Developing historical thinking is becoming an overarching goal of history education, at least on the declarative level. The concept is not new and has been developed for many years in various national and international contexts. However, its scope and contents, and especially the methods of transferring it onto everyday school practice still remain ...
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Understanding historical thinking at historic sites.
Journal of Educational Psychology, 2012This article describes the interpretive processes historians engage in when “reading” historic buildings and examines what qualifies as historical thinking about historic buildings and sites. To gather evidence of what historical thinking looks like as it pertains to buildings, 5 practicing historians were recorded as they toured the Old North Church ...
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Historical Consciousness and Historical Thinking
2017In the field of history education, the terms “historical thinking” and “historical consciousness” draw from two different pedagogical traditions, Anglo-American and German, respectively. In this chapter, Seixas compares the two, asks where they overlap and explores the theoretical and practical benefits attained by clarifying their differences at a ...
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Educational Review, 1976
Abstract The teaching of history in school can be justified only if what is taught offers its recipients an introduction to historical thinking. Despite the increasingly multifarious activities of historians, and despite a major philosophical debate concerning the premises upon which historians work, it is possible to discern several central elements ...
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Abstract The teaching of history in school can be justified only if what is taught offers its recipients an introduction to historical thinking. Despite the increasingly multifarious activities of historians, and despite a major philosophical debate concerning the premises upon which historians work, it is possible to discern several central elements ...
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1997
In March 1912 the socialist and feminist Stella Browne wrote to the British journal The Freewoman about her views on sexuality: The sexual experience is the right of every human being not hopelessly afflicted in mind or body and should be entirely a matter of free choice and personal preference, untainted by bargain or compulsion.
Mort, Frank, Bland, L.
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In March 1912 the socialist and feminist Stella Browne wrote to the British journal The Freewoman about her views on sexuality: The sexual experience is the right of every human being not hopelessly afflicted in mind or body and should be entirely a matter of free choice and personal preference, untainted by bargain or compulsion.
Mort, Frank, Bland, L.
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TEACHING FOR HISTORICAL THINKING
Revista Andamio, 2014TEACHING FOR HISTORICAL ...
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A Model of Historical Thinking
Educational Philosophy and Theory, 2015Abstract‘Historical thinking’ has a central role in the theory and practice of history education. At a minimum, history educators must work with a model of historical thinking if they are to formulate potential progression in students’ advance through a school history curriculum, test that progression empirically, and shape instructional experiences in
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