Empathy and History PDF Download

Author: Tyson Retz
Publisher: Berghahn Books
ISBN: 1800734387
Category : Education
Languages : en
Pages : 0

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Book Description
Since empathy first emerged as an object of inquiry within British history education in the early 1970s, teachers, scholars and policymakers have debated the concept's role in the teaching and learning of history. Yet over the years this discussion has been confined to specialized education outlets, while empathy's broader significance for history and philosophy has too often gone unnoticed. Empathy and History is the first comprehensive account of empathy's place in the practice, teaching, and philosophy of history. Beginning with the concept's roots in nineteenth-century German historicism, the book follows its historical development, transformation, and deployment while revealing its relevance for practitioners today.

Author: Louis O. Mink, Jr.
Publisher: Cornell University Press
ISBN: 1501742701
Category : History
Languages : en
Pages : 0

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Book Description
Louis 0. Mink (1921–1983) was one of the world's leading theorists in the philosophy of history. His work in this area, however, was published mostly as essays in journals and anthologies, and has not been collected until now. Historical Understanding brings together twelve of his essays (two of them previously unpublished) that share a concern with the nature of historical understanding. Mink takes up issues that dominate current discussions in the philosophy of history: the distinctive nature of historical understanding, the relation of history to natural science and to fiction, and the cognitive status of narratives. His conclusions, presented here within a broad epistemological context, constitute a powerful argument for the autonomy of historical understanding. Lucidly written and richly illustrated with examples, this volume will be welcomed by a wide range of readers interested in philosophy, the theory of history, and literary theory.

Author: Zoltán Boldizsár Simon
Publisher: Bloomsbury Publishing
ISBN: 1350168793
Category : History
Languages : en
Pages : 321

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Book Description
Historical understanding today / Zoltán Boldizsár Simon -- The texture of the present / François Hartog -- Framing the polychronic present / Victoria Fareld -- Caught between past and future : on the uses of temporality for political exclusion / Moira Pérez -- In sync/out of sync / Helge Jordheim -- Favoring an offensive presentism / Lars Deile -- Infinite history / Marnie Hughes-Warrington -- History of the present : or, two approaches to causality and contingency / Stefanos Geroulanos -- Theses on theory and history wild on collective / Ethan Kleinberg, Joan Wallach Scott, and Gary Wilder -- Can historians be replaced by algorithms? / Jo Guldi -- Planetary futures, planetary history / Zoltán Boldizsár Simon -- Future-oriented history / Marek Tamm -- What future for the future? Lessons from a global pandemic / Patrícia Vieira -- The future as a domain of historical inquiry / David Staley -- Periodization of the future / Cornelius Holtorf -- History and technology futures : where history and technology assessment come together / Silke Zimmer-Merkle -- Tomorrow is the question : modernity and the need for strong narratives about the future - and the past / Franz-Josef Arlinghaus -- Probing the limits of a metaphor : on the stratigraphic model in history and geology / Chris Lorenz -- Against the historicist tradition of historical understanding / Jörg van Norden -- Historical understanding and reconciliation after violent conflict / Berber Bevernage and Kate E. Temoney -- The cross-cultural appeal of the 'mirror' metaphor-history as practical past / Q. Edward Wang -- Mouse-eaten records / Erica Fudge -- Lines of sight : the historical certitude of digital reenactment / Vanessa Agnew -- The DNA Archive / Jerome De Groot -- Doing history and the pre-conceptual / Suman Gupta -- Historical understanding today : incidental remarks / Lars Deile.

Author: Peter Seixas
Publisher:
ISBN: 9780176541545
Category : Historiography
Languages : en
Pages : 218

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Book Description
Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact [email protected] All International customers (exception US and Asia) please contact Nelson.international@ne lson.com

Author: John Fea
Publisher: Baker Books
ISBN: 1493442708
Category : Religion
Languages : en
Pages : 206

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Book Description
What is the purpose of studying history? How do we reflect on contemporary life from a historical perspective, and can such reflection help us better understand ourselves, the world around us, and the God we worship and serve? Written by an accomplished historian, award-winning author, public evangelical spokesman, and respected teacher, this introductory textbook shows why Christians should study history, how faith is brought to bear on our understanding of the past, and how studying the past can help us more effectively love God and others. John Fea shows that deep historical thinking can relieve us of our narcissism; cultivate humility, hospitality, and love; and transform our lives more fully into the image of Jesus Christ. The first edition of this book has been used widely in Christian colleges across the country. The second edition provides an updated introduction to the study of history and the historian's vocation. The book has also been revised throughout and incorporates Fea's reflections on this topic from throughout the past 10 years.

Author: David J. Staley
Publisher: Lexington Books
ISBN: 0739117548
Category : History
Languages : en
Pages : 191

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Book Description
Perhaps the most important histiographic innovation of the twentieth century was the application of the historical method to wider and more expansive areas of the past. Where historians once defined the study of history strictly in terms of politics and the actions and decisions of Great Men, historians today are just as likely to inquire into a much wider domain of the past, from the lives of families and peasants, to more abstract realms such as the history of mentalities and emotions. Historians have applied their method to a wider variety of subjects; regardless of the topic, historians ask questions, seek evidence, draw inferences from that evidence, create representations, and subject these representations to the scrutiny of other historians. This book severs the historical method from the past altogether by applying that method to a domain outside of the past. The goal of this book is to apply history-as-method to the study of the future, a subject matter domain that most historians have traditionally and vigorously avoided. Historians have traditionally rejected the idea that we can use the study of history to think about the future. The book reexamines this long held belief, and argues that the historical method is an excellent way to think about and represent the future. At the same time, the book asserts that futurists should not view the future as a scientist might--aiming for predictions and certainties--but rather should view the future in the same way that an historian views the past.

Author: Samuel S. Wineburg
Publisher: Critical Perspectives on the P
ISBN: 9781566398565
Category : Education
Languages : en
Pages : 255

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Book Description
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. These essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.

Author: Arthur Chapman
Publisher: UCL Press
ISBN: 1787357309
Category : Education
Languages : en
Pages : 284

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Book Description
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.

Author: Sarah Maza
Publisher: University of Chicago Press
ISBN: 022610947X
Category : History
Languages : en
Pages : 262

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Book Description
What distinguishes history as a discipline from other fields of study? That's the animating question of Sarah Maza’s Thinking About History, a general introduction to the field of history that revels in its eclecticism and highlights the inherent tensions and controversies that shape it. Designed for the classroom, Thinking About History is organized around big questions: Whose history do we write, and how does that affect what stories get told and how they are told? How did we come to view the nation as the inevitable context for history, and what happens when we move outside those boundaries? What is the relation among popular, academic, and public history, and how should we evaluate sources? What is the difference between description and interpretation, and how do we balance them? Maza provides choice examples in place of definitive answers, and the result is a book that will spark classroom discussion and offer students a view of history as a vibrant, ever-changing field of inquiry that is thoroughly relevant to our daily lives.

Author: Tim Allender
Publisher: Routledge
ISBN: 1000257428
Category : Education
Languages : en
Pages : 306

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Book Description
Effective Australian history education has never been more important for the development of critically aware and thoughtful young people. History fosters important skills in reasoning, historical consciousness and empathy; and an appreciation of history is crucial to the development of students' understanding of the very nature of our society. This edited collection comprises contributions from leading historians, educators and practising teachers, and surveys Australian history teaching today, from the development of the national curriculum to fostering historical thinking and promoting effective engagement in the history classroom. The book begins with an analysis of the principles underlying the drafting of the national curriculum and features insights from the writers of the curriculum themselves. It focuses on the curriculum from primary- and secondary-school teaching perspectives. Part 2 examines the teaching of historical expertise including historical thinking and value formation, as well as productive assessment and the important role social history can play in the classroom. Part 3 concentrates on specific approaches to history teaching including teacher talk; the use of historical fiction and film; digital technology and the internet; as well as museums as a teaching medium. Part 4 analyses key aspects of Australian history teaching including Indigenous perspectives, teaching citizenship and assisting the pre-service teacher in their transition to becoming a professional. Rich with insights into historical skills, historical concepts and critical thinking, as well as practical guidance on translating principles into engaging classroom approaches, this is an essential reference for both pre-service and in-service history teachers and educators.