By Stephane Levesque
ISBN-10: 0802092594
ISBN-13: 9780802092595
Uncomplicated yet profound questions have preoccupied students because the institution of historical past schooling over a century in the past: what's historic considering, and the way do educators cross approximately educating it? In pondering traditionally, Stéphane Lévesque examines those questions, targeting what it capability to imagine severely in regards to the previous. As scholars interact in a brand new century already characterised by way of international instability, uncertainty, and contention over claims in regards to the prior, current, and destiny, this research revisits enduring questions and goals to provide new and proper answers.Drawing on a wealthy selection of own, nationwide, and foreign experiences in historical past schooling, Lévesque deals a coherent and cutting edge manner of how ancient services within the area intersects with the 'pedagogy of background education.' pondering traditionally offers instructor educators, and all these operating within the box of background schooling, methods of rethinking their perform by means of featuring a few of the benchmarks, by way of procedural ideas, of what scholars should examine and do to turn into extra serious old actors and citizens.As questions concerning heritage schooling compel educators with higher strength than ever, this research explores other ways of imminent and interesting with the self-discipline within the twenty-first century.
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Extra info for Thinking Historically: Educating Students for the 21st Century
Example text
37 When, therefore, historians respond positively to the notion of relevance, they do not necessarily (or unconsciously) falsify the past, as Butterfield and Oakeshott argue. On the contrary, they may bring to the surface of historical knowledge aspects of the past previously deemed irrelevant and thus insignificant to study. But the factor of relevance holds another implication for history. Society (and possibly historians themselves) also expects studies and interpretations of the past to be relevant and useful to their understanding of both past and current affairs and potentially illuminating for the future.
As a result, the public and school teachers have developed and used additional criteria, a bric-a-brac of standards, many driven by present-day use of memory-history. These 'memory significance' criteria emerge out of their practical use in decisions about historical relevance. They have a more collective and intimate function, designed to tailor the collective past for personal and collective purposes. 53 More specifically, they can be seen as identifiable contemporary and personal reasons for ascribing significance to events of the past.
Almost immediately, a major political contro- Historical Significance 53 versy broke out in the country. With the involvement of conservative Republicans, notably Lynne Cheney, chair of the National Endowment for the Humanities, the standards became the subject of a fierce war over which national history and cultural identity should be promoted in school. S. history by progressive, multicultural, and politically correct social leftists. ' asked Senator Slade Gorton in his speech before the Senate.
Thinking Historically: Educating Students for the 21st Century by Stephane Levesque
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