Originally published in 1967, this book is aimed at the student
teacher and discusses the philosophy of history and the effective
learning of it. It discusses the UK secondary school history
syllabus, with a particular emphasis on whether contemporary
history is of more relevance to pupils than traditional history.
There is a specific chapter on the problems of value-judgements in
history and history teaching. From a psychological point of view,
the book examines the problems of concept formation, the uses and
dangers of analogy and the question of imagination and inference in
child and adolescent thinking.
General
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