Knowing, Teaching, and Learning History: National and International Perspectives

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9780814781425: Knowing, Teaching, and Learning History: National and International Perspectives

As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history.

The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history.

Published in conjunction with the American Historical Association.

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From the Back Cover:

As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about the teaching of history.

Peter N. Stearns, provost of George Mason University, has been vice president of the American Historical Association and head of its teaching division. His book Fat History: Bodies and Beauty in the Modern West was a finalist for the Los Angeles Times Book Prize. Professor of Curriculum Studies at the University of British Columbia, Peter Seixas has taught in high schools for 15 years, earned a Ph.D. in history from UCLA, and has published numerous articles on social studies curriculum, historical understanding, and school-universtiy collaboration. Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg was a member of the NRC-National Academy of Science Commission that produced the 1999 report "How People Learn," and he is author of Historical Thinking and Other Unnatural Acts.

About the Author:

Peter N. Stearns is Provost and University Professor at George Mason University. Since 1967, he has served as editor-in-chief of The Journal of Social History. His numerous books include World History in DocumentsAmerican Behavioral History; and Anxious Parents.



Professor of Curriculum Studies at the University of British Columbia, Peter Seixas has published numerous articles on social studies curriculum, historical understanding, and school-university collaboration.

Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg is author of the forthcoming Historical Thinking and Other Unnatural Acts.



Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg is author of the forthcoming Historical Thinking and Other Unnatural Acts.

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Editorial: New York University Press, United States (2000)
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Descripción New York University Press, United States, 2000. Paperback. Estado de conservación: New. Language: English . Brand New Book. As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, How do students develop sophisticated historical understandings and how can teachers best encourage this process? Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association. Nº de ref. de la librería AAJ9780814781425

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Descripción New York University Press, United States, 2000. Paperback. Estado de conservación: New. Language: English . Brand New Book. As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, How do students develop sophisticated historical understandings and how can teachers best encourage this process? Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association. Nº de ref. de la librería AAJ9780814781425

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