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    Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Critical Perspectives on the Past (Paperback)) (Paperback) By (author) Samuel S. Wineburg

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    DescriptionSince 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 it. Although 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 people 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 history. Whether 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. Author note: Sam Wineburg is Professor of Education at Stanford University and formerly Professor of Cognitive Studies in Education and Adjunct Professor of History at the University of Washington, Seattle.


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  • Full bibliographic data for Historical Thinking and Other Unnatural Acts

    Title
    Historical Thinking and Other Unnatural Acts
    Subtitle
    Charting the Future of Teaching the Past
    Authors and contributors
    By (author) Samuel S. Wineburg
    Physical properties
    Format: Paperback
    Number of pages: 272
    Width: 150 mm
    Height: 226 mm
    Thickness: 18 mm
    Weight: 363 g
    Language
    English
    ISBN
    ISBN 13: 9781566398565
    ISBN 10: 1566398568
    Classifications

    Warengruppen-Systematik des deutschen Buchhandels: 25520
    BIC geographical qualifier V2: 1KBB
    B&T Book Type: NF
    Nielsen BookScan Product Class 3: S3.8
    BIC E4L: HIS
    B&T Modifier: Region of Publication: 01
    LC subject heading:
    B&T Modifier: Subject Development: 01
    BIC subject category V2: JMR, JNU
    Ingram Subject Code: ED
    Libri: I-ED
    B&T General Subject: 431
    BIC subject category V2: HBA
    B&T Modifier: Subject Development: 05
    B&T Modifier: Academic Level: 02
    LC subject heading:
    BISAC V2.8: HIS016000
    B&T Merchandise Category: UP
    LC subject heading:
    BISAC V2.8: EDU007000
    BIC subject category V2: 1KBB
    BISAC V2.8: HIS035000, EDU029040
    LC subject heading:
    Abridged Dewey: 907
    DC22: 907
    LC subject heading:
    LC classification: D16.2 .W56 2001
    LC subject heading: ,
    Thema V1.0: JNU, JMR, NHA
    Thema geographical qualifier V1.0: 1KBB
    Edition statement
    New.
    Illustrations note
    3 b&w illustrations, 3 figures, 8 tables
    Publisher
    Temple University Press,U.S.
    Imprint name
    Temple University Press,U.S.
    Publication date
    11 May 2001
    Publication City/Country
    Philadelphia PA
    Review quote
    "Sam Wineburg has not merely contributed to our understanding of how history is created, taught and learned; he has nearly singlehandedly forged a distinctive field of research and a new educational literature. This volume brings together a decade-long record of conceptual invention and methodological creativity." oLee S. Shulman, President, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education Emeritus, Stanford University "With this volume, Sam Wineburg firmly established his place as the pre-eminent North American researcher in history education. His chapters range from insightful scholarly mediations to innovative empirical studies. He examines the knowledge and practices of historians, history teachers, and young people, as well as the vibrant field of research that has recently developed around these issues. Historical Thinking makes a vitally important contribution to our understanding of how we think and learn about the past." oPeter Seixas, Professor and Canada Research Chair in Education, University of Brutish Columbia "Historical Thinking is intellectually substantive, integrative, and timely. In the midst of all the talk about new technologies, distance learning, and standardized testing, his fine-grained inquiries into learning and knowledge are a sobering reminder that educators have a lot to learn about learning." oRandy Bass, Center for New Designs in Learning and Scholarship, Georgetown University "This is a wide-ranging and at times inspirational work." oHistory of Education "Arguing that we all absorb lessons about history in many settingsoin kitchen table conversations, at the movies, or on the world-wide-web, for instanceothese essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking." oNew York Review of Books
    Table of contents
    Introduction: Understanding Historical Understanding Part I: Why Study History? 1. Historical Thinking and Other Unnatural Acts 2. The Psychology of Teaching and Learning History Part II: Challenges for the Student 3. On the Reading of Historical Texts: Notes on the Breach Between School and Academy 4. Reading Abraham Lincoln: A Case Study in Contextualized Thinking 5. Picturing the Past Part III: Challenges for the Teacher 6. Peering at History Through Different Lenses: The Role of Disciplinary Perspectives in Teaching History 7. Models of Wisdom in the Teaching of History 8. Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers Part IV: History as National Memory 9. Lost in Words: Moral Ambiguity in the History Classroom 10. Making (Historical) Sense in the New Millennium