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Debates about the identity of school history and about the nature
and purpose of the learning that does, can and should take place in
history classrooms continue in many countries around the world. At
issue, in many of these debates, beyond the concerns about history
and national identity, are often unaddressed questions about the
role and inter-relationship of historical knowledge and historical
understanding in historical learning. Research on historical
thinking is on-going and a complex tradition of enquiry has
developed across national borders in the last 30 years, focusing,
in particular on developing students understanding of historical
meta-concepts such as `evidence' and `causation'. There has been
comparatively little focus, however, on the historical content that
students study, on how they study it and on how mastery of
historical content contributes to students overall picture of a
historical past. This volume gathers together recent research and
theorising from around the world on key issues central to
historical learning and instruction. What sense do students make of
the history that they are taught? Are students able to organise
historical knowledge in order to form large scale representations
of the past and what difficulties can children face in doing so?
What are the relationships that obtain between history as an
academic discipline, as practised in universities, and history as a
subject taught in schools? What can research tell us about the
effects of instructional strategies that aim to help students `join
up' what they learn in class into meaningful historical knowledge
and understanding?
Debates about the identity of school history and about the nature
and purpose of the learning that does, can and should take place in
history classrooms continue in many countries around the world. At
issue, in many of these debates, beyond the concerns about history
and national identity, are often unaddressed questions about the
role and inter-relationship of historical knowledge and historical
understanding in historical learning. Research on historical
thinking is on-going and a complex tradition of enquiry has
developed across national borders in the last 30 years, focusing,
in particular on developing students understanding of historical
meta-concepts such as `evidence' and `causation'. There has been
comparatively little focus, however, on the historical content that
students study, on how they study it and on how mastery of
historical content contributes to students overall picture of a
historical past. This volume gathers together recent research and
theorising from around the world on key issues central to
historical learning and instruction. What sense do students make of
the history that they are taught? Are students able to organise
historical knowledge in order to form large scale representations
of the past and what difficulties can children face in doing so?
What are the relationships that obtain between history as an
academic discipline, as practised in universities, and history as a
subject taught in schools? What can research tell us about the
effects of instructional strategies that aim to help students `join
up' what they learn in class into meaningful historical knowledge
and understanding?
A volume in International Review of History Education Series Editor
Peter Lee, Rosalyn Ashby, Stuart Foster As educators in the United
States and Europe develop national history standards for K-12
students, the question of what to do with national history canons
is a subject of growing concern. Should national canons still be
the foundation for the teaching of history? Do national canons
develop citizenship or should they be modified to accommodate the
new realities of globalization? Or should they even be discarded
outright? These questions become blurred by the debates over
preserving national heritages, by so-called 'history wars' or
'culture wars,' and by debates over which pedagogical frameworks to
use. These canon and pedagogical debates often overlap, creating
even more confusion. A misconceived ""skills vs. content"" debate
often results. Teaching students to think chronologically and
historically is not the same as teaching a national heritage or a
cosmopolitan outlook. But what exactly is the difference?
Policy-makers and opinion leaders often confuse the pedagogical
desirability of using a 'framework' for studying history with their
own efforts to reaffirm the centrality of national identity rooted
in a vision of their nation's history as a way of inculcating
citizenship and patriotism. These are the issues discussed in this
volume."" Today's students are citizens of the world and must be
taught to think in global, supranational terms. At the same time,
the traditionalists have a point when they argue that the ideal of
the nation-state is the cultural glue that has traditionally held
society together, and that social cohesion depends on creating and
inculcating a common national culture in the schools. From an
educational perspective, the problem is how to teach chronological
thinking at all. How are we to reconcile the social, political and
intellectual realities of a globalizing world with the continuing
need for individuals to function locally as citizens of a
nation-state, who share a common past, a common culture, and a
common political destiny? Is it a duty of history education to
create a frame of reference, and if so, what kind of frame of
reference should this be? How does frame-of-reference knowledge
relate to canonical knowledge and the body of knowledge of history
as a whole?
A volume in International Review of History Education Series Editor
Peter Lee, Rosalyn Ashby, Stuart Foster As educators in the United
States and Europe develop national history standards for K-12
students, the question of what to do with national history canons
is a subject of growing concern. Should national canons still be
the foundation for the teaching of history? Do national canons
develop citizenship or should they be modified to accommodate the
new realities of globalization? Or should they even be discarded
outright? These questions become blurred by the debates over
preserving national heritages, by so-called 'history wars' or
'culture wars,' and by debates over which pedagogical frameworks to
use. These canon and pedagogical debates often overlap, creating
even more confusion. A misconceived ""skills vs. content"" debate
often results. Teaching students to think chronologically and
historically is not the same as teaching a national heritage or a
cosmopolitan outlook. But what exactly is the difference?
Policy-makers and opinion leaders often confuse the pedagogical
desirability of using a 'framework' for studying history with their
own efforts to reaffirm the centrality of national identity rooted
in a vision of their nation's history as a way of inculcating
citizenship and patriotism. These are the issues discussed in this
volume."" Today's students are citizens of the world and must be
taught to think in global, supranational terms. At the same time,
the traditionalists have a point when they argue that the ideal of
the nation-state is the cultural glue that has traditionally held
society together, and that social cohesion depends on creating and
inculcating a common national culture in the schools. From an
educational perspective, the problem is how to teach chronological
thinking at all. How are we to reconcile the social, political and
intellectual realities of a globalizing world with the continuing
need for individuals to function locally as citizens of a
nation-state, who share a common past, a common culture, and a
common political destiny? Is it a duty of history education to
create a frame of reference, and if so, what kind of frame of
reference should this be? How does frame-of-reference knowledge
relate to canonical knowledge and the body of knowledge of history
as a whole?
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