Thinking Historically: Educating Students for the 21st Century
Published: October 2009© 2008
Imprint: University of Toronto Press
Page Count: 240 Pages
Dimensions: 6.00 x 9.00
240 Pages, 6.00 x 9.00 in
Ebook - ePub
Two simple but profound questions have preoccupied scholars since the establishment of history education over a century ago: what is historical thinking, and how do educators go about teaching it? In Thinking Historically, Stéphane Ltévesque examines these questions, focusing on what it means to think critically about the past. As students engage in a new century already characterized by global instability, uncertainty, and rivalry over claims about the past, present, and future, this study revisits enduring questions and aims to offer new and relevant answers.
Drawing on a rich collection of personal, national, and international studies in history education, Ltévesque offers a coherent and innovative way of looking at how historical expertise in the domain intersects with the 'pedagogy of history education.' Thinking Historically provides teacher educators, and all those working in the field of history education, ways of rethinking their practice by presenting some of the benchmarks, in terms of procedural concepts, of what students ought to learn and do to become more critical historical actors and citizens.
As questions regarding history education compel educators with greater force than ever, this study explores different ways of approaching and engaging with the discipline in the twenty-first century.
- The Nature of History and Historical Thinking
- What Is Important in the Past? - Historical Significance
- What Changed and What Remained the Same? - Continuity and Change
- Did Things Change for Better or Worse? - Progress and Decline
- How Do We Make Sense of the Raw Materials of the Past? - Evidence
- How Can We Understand Predecessors Who Had Different Moral Frameworks? - Historical Empathy
'Thinking Historically draws together a great many ideas about the nature of historical thinking and applies them to contemporary history education. Stéphane Lévesque shows a much wider familiarity with work on the theoretical foundations of history than many others writing in the field. He cites a wider variety of sources, includes more diverse perspectives, and brings new voices into the discussion of the aims and methods of historical learning. This book will be useful for teacher-educators, thoughtful history teachers, and anyone else interested in the intellectual foundations of history education.'Keith C. Barton, Professor of Teacher Education, University of Cincinnati
'This volume offers a panoply of references to some of the best scholarship on historical thinking offered up by both history education researchers and historians. Stéphane Lévesque draws from empirical studies as well as from the discipline of historical thinking to create an important synthesis. From this comes a clearer understanding of how the foci of historical thinking come together and overlap. Lévesque's range of ideas is outstanding and the array of references and connections is unmatched by any other volume in the field.'Bruce Van Sledright, Department of Curriculum and Instruction, University of Maryland