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How Good an Historian Shall I be?: R.G. Collingwood, the by Marnie Hughes-Warrington

By Marnie Hughes-Warrington

R.G. Collingwood's identify is typical to historians and historical past educators all over the world. Few, even though, have charted the depths of his reflections on what it capability to be trained in historical past. during this publication Marnie Hughes-Warrington starts with the aspect of Collingwood’s paintings top identified to lecturers ― re-enactment ― and locates it in historically-informed discussions on empathy, mind's eye and background schooling. published are dynamic strategies of the a priori mind's eye and schooling that have a tendency in the direction of mirrored image at the presuppositions that form our personal and others’ kinds of life.

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Nichol, ‘Who wants to Fight? : Teaching History from a “Thinking Skills” Perspective’, Teaching History, no. 95 (1999), pp. 6–13. behaviours that result from an educational experience. Within the framework, objectives are divided into those describing ‘attitudes towards the study of history’, ‘the nature of the discipline’, ‘skills and abilities’ and ‘educational outcomes of study’ and are further matched against Bloom’s cognitive, affective and psychomotor domains. And alongside objectives sub-categories for analysis, judgement, memorisation and comprehension may be found ‘imagining’.

J. K. J. Lee (eds), History Teaching and Historical Understanding (London, 1978), pp. 21–38. [47] J. Fines, ‘Educational Objectives for the Study of History — Ten Years On’, Teaching History, no. 30 (1981), pp. 8–10. 48 Third, Lee questioned a basic assumption of the framework: that history students could demonstrate the same behaviours and skills as historians. 51 Hardly a murmur of complaint, though, was heard on whether Coltham and Fines might have ascribed too much to the imagination, thus overstretching the concept.

57 On this description, it is clear that imagination has a valuable part to play in history education as a constellation of mental abilities like ‘understanding’, ‘evaluating’, ‘communicating’ and ‘interpreting’. J. Rogers, The New History: Theory into Practice. [57] V. Burkitt, J. Campbell and D. Lawton, Social Studies 8–13, pp. 4–5. basis of one’s own experience and behaviour’ – and as a generic social skill. Such an all-encompassing view of ‘imaginative’ is problematic: the term is stretched to cover so much that it threatens to mean very little.

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