A Model of Historical Thinking

Autor/in	Seixas, Peter
Titel	A Model of Historical Thinking
Quelle	In: Educational Philosophy and Theory, 49 (2017) 6, S.593-605 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2015.1101363
Schlagwörter	History Instruction; Teaching Methods; Educational Philosophy; Thinking Skills; Concept Formation; Theory Practice Relationship; Historiography; Models; Educational Change; Educational Theories; Foreign Countries; Ethics; Perspective Taking; Comparative Education; Primary Sources; Educational History; Canada; United States; Germany; United Kingdom + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Denkfähigkeit; Concept learning; Begriffsbildung; Theorie-Praxis-Beziehung; Geschichtsschreibung; Analogiemodell; Bildungsreform; Educational theory; Theory of education; Bildungstheorie; Ausland; Ethik; Zukunftsperspektive; Vergleichende Erziehungswissenschaft; Primärquelle; History of education; Bildungsgeschichte; Kanada; USA; Deutschland; Großbritannien
Abstract	"Historical thinking" has a central role in the theory and practice of history education. At a minimum, history educators must work with a model of historical thinking if they are to formulate potential progression in students' advance through a school history curriculum, test that progression empirically, and shape instructional experiences in order to maximize that progression. Where do they look, and where should they look, in order to construct such models? Over the past several decades, three major strands have developed, one based in the empirically minded and instruction-oriented British Schools Council History Project, a second through the more philosophically oriented German field of history didactics and historical consciousness, and a third in the US. All three had roots in the historiography and philosophy of their own national traditions. Canadian history educators have been working with a pragmatic hybrid defined around six "historical thinking concepts." While this model has both been highly influential in the reform of Canadian history curricula and prompted adaptations elsewhere, there has been only minimal theoretical discussion exploring the relationship of these concepts to each other or to the three traditions which helped to shape them. This article is a contribution towards filling that gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01