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

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

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

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

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Review

"A state-of-the-art compendium of interdisciplinary understandings of how we best learn history."-Leon Fink,professor of history, University of Illinois at Chicago; Vice President, Teaching Division, AHA"A remarkable intellectual synthesis by the key people who have made history education a very new field, linking practice, theory and historical perspective."-William Weber,editor of The History Teacher"Knowing, Teaching, and Learning History examines the current state of history education by exploring the connections between the historical discipline, learning theory, and classroom practice. This interdisciplinary collection of articles addresses recent developments in the theory and practice of history education by scrutinizing how historical narratives are learned and what disciplinary practices and habits of mind facilitate historical understanding. Contributions by historians, teacher educators, educational psychologists, and classroom teachers bridge institutional boundaries and explore history education from elementary schools to university classrooms."-Loretta Sullivan Lobes,Executive Director, National History Education Network, Carnegie Mellon University"This is not a static voyage; rather, it is one that will take the interested reader on a wonderful journey of discovery and reexamination. . . . Captured within its pages, Knowing provides an educational framework that anchors the discipline and centers its impact upon society." -Canadian Social Studies"The 22 useful and engaging essays in this book represent leading work in the scholarship of teaching and learning related to history. The collection is a valuable effort. Hopefully these essays will do much to bridge the gap between historians, teacher educators, and teachers." -Teaching History

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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.

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Product details

Paperback: 494 pages

Publisher: NYU Press (September 1, 2000)

Language: English

ISBN-10: 081478142X

ISBN-13: 978-0814781425

Product Dimensions:

6 x 1.2 x 9 inches

Shipping Weight: 1.4 pounds (View shipping rates and policies)

Average Customer Review:

4.2 out of 5 stars

3 customer reviews

Amazon Best Sellers Rank:

#1,017,745 in Books (See Top 100 in Books)

One of the major problems college instructors face as they prepare for their first classes is how to teach students. These men and women have worked and studies hard to master the content they will then begin to transfer to students, but for almost all of them, figuring out how to transfer that knowledge is a mystery. Many end up teaching the way their instructors taught them and that has sufficed for a century or has it? One of the main complaints students have about history is that it is boring and they are not engaged in it. The men and women who wrote the essays in this book have been working to change that perception by changing the pedagogy involved in teaching history. These essays are their attempts to correct this problem. Teaching history is not a magical skill. It is an acquired skill developed over time with a lot of trial and error. One of the major teachers of experience in life is that of failure and teachers often learn from their mistakes far too often. This book and these essays are attempts to mitigate that experience. In the fourteen years the art of teaching history has come a long way, but is still a mystery for most college instructors. It is in K-12 that the art has been developed. Most of the essays in this book deal with K-12 teaching with a few applying these lessons in higher education. The result is a book that will help any history teacher at any level. The essays vary in their applicable means depending on the level and course taught. Some are written for use in a world history or Western Civilization course while many are for American History. Regardless of the subject, the principles are the same. Teachers who study the lessons learned by the authors of the book will find valuable information and exercises in it. In fact, despite the aging of the essays, the material is just as relevant as it was in 2000. Students who aspire to teach history would do well to read these essays. I personally put phrases from more than one essay into immediate use in my own classrooms as a community college educator. As expected the essays range in value depending on the instructor's preferences. Some cut across all types, but many are specialized or tailored to their author's specific specialties. Despite this, one thing stands out. All of them were written by historians and educators who had mastered the art of teaching and were sharing their invaluable experience with the reader. It is said there is no substitute for experience. This is true, but when one shares experiences it can help new instructors be better prepared for their first forays into the educational jungles. The authors of these essays are the first to develop pedagogical models specifically geared towards teaching history. Learning from them is a unique opportunity. Personally, I have found this book to be very useful. I am currently conducting a literature review for my doctoral studies into the development of an interactive pedagogical model for teaching history in community colleges. In addition to this book, I have found the authors of the essays in other articles in peer reviewed journals writing about additional studies of their own as well as entire centers devoted to the art of teaching history. While almost all of it is for K-12, much of it is adaptable for higher education. Why not? The principles are still the same. With that in mind, I recommend this book for aspiring history teachers. Why spend years learning how to teach effectively when you can begin to do so the first year and help your students appreciate the beauty that is history?

Well, for all those people out there that are interested in teaching history or just teaching itself, this book is an interesting read. The book is composed of various articles from different authors and all of them speak from real world experience. Much of it is common sense and practical so some might not find the techniques and ideas on teaching exactly brand new earth shattering information, but all the articles are interesting to read just for the mere fact of seeing how other educators implement the theory of teaching into action. I have to say that I learned much from reading this book and suggest it to anyone interested in not just history teaching but also teaching in general.

Collections of essays inevitably vary in quality and holding different degrees of interest for varied readers. This volume has 22 essays, an introduction, and a "postlogue'. Reading the first and last first for context provides orientation. A number of essays are worth reading.History's intellectual importance is not diminished by declining academic popularity. Misdirection emphasizing military and nationalist themes is not the focus here. Foreign policies based on ignorance and idiocy often accompanies a demonstrable failure of historical reasoning. Rather, the value of study with use of primary sources, comparative analysis, thematic studies are important. It lacks an equally thorough treatment of how historiography can be an "experimental" tool comparing cases as presented by different historians on the same events.Dunn's discussion of models of presenting world history: `western heritage'; `differing cultures' and `patterns of change' clarifies presumptions and different schools of thought that themselves lead to differing ways of seeing events. Wineburg's discussion of "Making Historical Sense" is thoughtful. Veronica Boix-Mansilla essays "Historical Understanding: Beyond the Past and into the Present" -- comparative efforts of students analyzing Rwanda after studying the Holocaust illustrates widely different levels of sophistication (adults are rarely better when O'Reilly compares Saddam to Hitler and considerable rhetoric has compared Pearl Harbor to 9-11). Gary Nash discusses the "Convergence Paradigm" for early American History. Lowenthal discusses "Dilemmas and Delights" while making a case for the importance of historical study. Others describe the progression of understandings of history by young students. Other topics report a variety of studies about teachers and students. One suggests books particularly `deep' for coming to terms with how (as another author put it) `the past is a foreign country. Others may be of somewhat more narrow interest. It would have been most helpful to also have had a bibliography suggesting select books for those with these general concerns like "Lies My Teacher Taught Me" and "Censoring History: Citizenship and Memory in Japan, Germany, and the United States".

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

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

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