Kindle Edition ´ Historical Thinking Epub í

Historical Thinking (Critical Perspectives On The P) Since ancient times, the pundits have lamented young people s lack of historical knowledge and warned that ignorance of the past surely condemns humanity to repeating its mistakes In the contemporary United States, this dire outlook drives a contentious debate about what key events, nations, and people are essential for history students Sam Wineburg says that we are asking the wrong questions This book demolishes the conventional notion that there is one true history and one best way to teach itAlthough most of us think of history and learn it as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the one damned thing after another concept of historyWhether he is comparing how students and historians interpret documentary evidence or analyzing children s drawings, Wineburg s essays offer rough maps of how ordinary people think about the past and use it to understand the present Arguing that we all absorb lessons about history in many settings in kitchen table conversations, at the movies, or on the world wide web, for instance these essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking

10 thoughts on “Historical Thinking (Critical Perspectives On The P)

  1. says:

    Basic critism of our educational system However, the author offers no suggestion to an alternative method.

  2. says:

    Wineberg is lively But you can tell he has never had to teach using state mandated standards Anyone can make Rosa Parks or the Civil War interestingwe have primary sources that our kids can access, including photographs It s exponentiallydifficult to make the nullification crisis palatable to my 13 year olds.

  3. says:

    One of the critiques I have read about this book is that it does not provide a how to of historical thinking I m not sure why this is a critique of the book, because Wineburg doesn t put forth that he will be trying to give teachers tools on how to teach historical thinking This book is an exploration of what historical thinking is Other scholars have engaged this mat

  4. says:

    Read for class Actually a fairly decent book It s the collected papers of a cognitive scientist who specializes in how we learn and teach history He offers a variety of studies that look at generational differences in how history is understood, and taught He investigates what does it mean to think historically rather than suffering from present ism, or ascribing to oth

  5. says:

    My partner assigns this book in her Teaching Historical Thinking, which is how I found out about it I became hooked within the first few pages because of its relevance to thoughts I have had concerning the book Presence of the Past the study upon which it is based is mentioned in the final chapter of this book.I do have some criticisms I feel like he is a little unclear

  6. says:

    I d like to believe that everyone would find this book as interesting and relevant as I do, but alas I know that s not the case THEY SHOULD THOUGH Loved the insights into the theory of teaching history was hoping it would haveadvice or practical take aways, but that wasn t ever the point, I don t think Particularly memorable bits research on how teenagers historical unde

  7. says:

    An incredibly useful book for history teachers and anyone interested in history education In this book, Wineburg questions the way people tend to think about history and the way it should be taught He argues persuasively for viewing history as a set of skills and a way of thinking rather than simply a list of facts, names, dates, and events to be memorized, using a number

  8. says:

    As an Intermediate Secondary teacher, I found some of what Wineburg said to be very interesting and in some cases helpful in planning long range units However, the text seriously shows its age published in 2001 it basically points to flaws in the way the history and social studies curriculum is delivered mainly in the United States and discusses outdated technology Its cha

  9. says:

    As a history teacher in alternative learning environments homeschool co ops , this book gave a really good view of what is not working in how history is disseminated to the next generation I think one solution would be to stop trying to fit 5000 years of history into one school year Take a page from classical homeschool education and break it up into digestible time periods

  10. says:

    I assign this book every fall for my Teaching Historical Thinking course While some of the articles in it are decades old, the concepts are still fresh because, unfortunately, students still find historical thinking unnatural.

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