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cheapbag214s · Posted: Fri 23:09, 13 Sep 2013 Post subject: History as a Form of Knowledge

History as a Form of Knowledge,[url=http://monclerjacketsuk.albirank.net/][b]Moncler Outlet Online Store UK Cheap Moncler Jackets Coats Sale[/b][/url]
of the bigggest shifts in (British) school history teaching occured when the emphasis was changed from the teaching of history as a grand narrative,[url=http://discountparajumperssaleonlinestore.webmium.com/][b]http://discountparajumperssaleonlinestore.webmium.com/[/b][/url], one coherent story where its raison d'etre was to learn names, dates and the superiority of Anglo-Saxon culture by heart as unchangable and unquestionable fact, to the teaching of history as a form of knowledge. Similarly, concepts such as 'revolution' require students to know what counts as a revolution (as opposed to a rebellion,[url=http://duveticavestesfr.halod.com/][b]duvetica vestes paris boutique[/b][/url], for example) but also the difference between revolution in the abstract and what we mean by the Russian Revolution. These are often known as second order concepts precisely because they underlie the practice of making sense of the substance of history. In the much misunderstood area of historical empathy, children have a tendency to believe that things in the past were different because people in the past were stupid or morally defective, rather than entertaining the idea that people in the past thought differently or lived under different circumstances. At best, students often ascribe modern behaviour and viewpoints to people in the past - a sort of 'if I were in their shoes…' approach. It is also often assumed to have come about as a result of a particular event or the will of a particular person,[url=http://cheapsoccercleatswithfreeshipping.webmium.com/][b]cheap soccer cleats for sale[/b][/url], rather than as a gradual,[url=http://duveticavestesfr.halod.com/][b]duvetica vestes paris[/b][/url], long term process. This risks being actions being labeled as either a 'stupid' move or a 'rational' one and students' lack of appreciation of the effects of unintended consequences of plans or situations compounds their difficulties. Students often see no difference between someone's desire for something to happen and the actual reasons why it happens. Conversely, they can also feel that if someone's desires or plans came to nothing,[url=http://woolrichoutletde.albirank.net/][b]Woolrich Outlet[/b][/url], then they have no relevance at all. This,[url=http://rogervivieroutlet.webmium.com/][b]roger vivier australia store Buy Roger Vivier Shoes In Roger Vivier UK Online Shop[/b][/url], of course,[url=http://cheapsoccercleatsonlinestore.blogspot.com/][b]cheap soccer cleats online store[/b][/url], implies that children at least see the point of studying the causes of events at all,[url=http://cheapsoccercleatsonlinestore.blogspot.com/][b]cheap soccer cleats store[/url], which is not always the case. Some children,[url=http://duveticavestesfr.halod.com/][b]Doudoune Duvetica Femme[/b][/url], in fact, see the business of studying history simply as the business of studying events which are in effect destined to take place, so no study of cause is necessary. Children at this level of understanding often make no distinction between a source of evidence and a source of information. It is all the same and provides a clear 'window on the past'. But children also come equipped with an everyday notion of how bias works. Since we will not be able to trust everything that our eyewitneses say, can we, in fact, say anything at all about history? Many children,[url=http://duveticavestesfr.halod.com/][b]Doudoune Duvetica Femme online[/b][/url], having reached this stage of understanding,[url=http://giuseppezanottiweddingshoes.webmium.com/][b]giuseppe zanotti wedding shoes Shop[/b][/url], would say 'no', and reduce all of history to the very postmodern position of it being all a matter of opinion. Progressing students further relies on helping them to see that when we ask questions about a source of evidence it was not designed to answer, we can gain information in which the question of reliability does not arise. The other is that different historians might be interested in answering different questions or reconstructing different areas of life. Differing accounts, however, are another area that children find difficult to get to grips with,[url=http://duveticavestesfr.halod.com/][b]Doudoune Duvetica[/b][/url], particularly if they are still struggling with the concept of evidence and what it is for. It is possible to identify levels of progression ie that students responses to historical 'problems' could be catagorised along a continuum of less to more powerful ideas. It is true that on the whole older children have the more depth to their understanding. The solution when teaching history seems to be that while they should not neglect the substance of history,[url=http://giuseppezanottiweddingshoes.webmium.com/][b]giuseppe zanotti Designer Wedding Shoes Online[/b][/url], teaching needs also to address the development of the conceptual framework that children need to be able to make sense of them. Suzanne Donovan and John D. Bransford, eds; National Research Council,[url=http://peutereyjacket.webmium.com/][b]http://peutereyjacket.webmium.com/[/b][/url], National Academies Press; Washington DC; 2005).
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