Ebook253 pages6 hours
Historical Thinking
By Sam Wineburg
Rating: 3.5 out of 5 stars
3.5/5
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About this ebook
Since 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 and understanding about the relationships of peoples 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.
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 and understanding about the relationships of peoples 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.
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Reviews for Historical Thinking
Rating: 3.5740739629629625 out of 5 stars
3.5/5
27 ratings3 reviews
- Rating: 4 out of 5 stars4/5
It was a good textbook for my clinical history class. I'm not sure that I would have ever thought to read it, without being induced to do so in a classroom setting. But having done so, I would recommend it to any all secondary and college history teachers. - Rating: 2 out of 5 stars2/5When I picked up Samuel Wineburg’s “Historical Thinking and Other Unnatural Acts” I was expecting it to be a historiography and was more than a little disappointed to find that it was more focused on pedagogy, the art of teaching, than I was comfortable with. By “comfortable with” I mean interested in. I have the greatest respect for teachers, it is a noble profession, undervalued and underpaid but well outside my sphere of knowledge.Historical thinking is an issue in the historiographies i read. But the discussion is on how to develop the skill or if it is even possible, not how to get an entire classroom of students to do it. Even getting a room of teens to imagine a world without smartphones, and how different that would make their lives seems like a daunting task. For a scholastic work the book is very readable. The historiographies Wienburg cites are some of the best I have read. If teaching history in primary or secondary school interests you this is the book you want. But I am no teacher so what do I know about it.
- Rating: 3 out of 5 stars3/5The subtitle of this award-winning volume of essays, promises to chart the future of teaching the past. Wineburg’s main point, that the “historical thinking” and close, critical reading practiced by professional historians are very different from the ways students in other fields (and high school students, even in history classes) are taught to read and think. This is a valuable insight, which historians who write for the public (and grad students) would benefit from pondering. Wineburg’s essays, gathered from a decade of articles, conference papers and informal presentations, open a new field of study and outline a number of questions that he and others have begun trying to answer.
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Historical Thinking - Sam Wineburg
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