Knowing, Teaching, and Learning History: National and International Perspectivesreviewed by Stephen J. Thornton — 2002
The editors of this volume—Peter N. Stearns, Peter Seixas,
and Sam Wineburg—are described as an historian, an historian
and teacher educator, and a cognitive psychologist, respectively.
These differing perspectives turn out to be important in how the
reader might react to this book. Thus, a brief review of this book
presents a conundrum.
The book is based on the proceedings of a conference and
contains chapters by 22 separate authors. Clearly space does not
permit reviewing all 22 chapters, the introduction, section
openers, and postlogue. But as even the editors themselves point
out, there are "some differences in emphasis" across the chapters
(p. 471). My admittedly imperfect solution to this conundrum is to
consider the collective impact of the volume, which I assume will
be of primary interest to most readers. Reference to individual
chapters will only be made to illustrate some broader concern.
This book is mainly about research on the study and teaching of
history in schools and their ramifications for closely related
matters such... (preview truncated at 150 words.) Title:
Knowing, Teaching, and Learning History: National and International PerspectivesAuthor(s):
Peter N. Stearns, Sam Wineburg & Peter C. Seixas (Eds)
New York University Press, New YorkISBN:
2000Search for book at Amazon.com
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- Stephen Thornton
Stephen J. Thornton, Associate Professor of Social Studies and Education at Teachers College, Columbia University. His recent publications include “Subject Specific Teaching Methods,” in Subject-specific Instructional Methods and Activities, ed. Jere Brophy (Oxford: Elsevier Science, 2001) and “Legitimacy in the Social Studies Curriculum,” in Education Across a Century: The Centennial Volume, 100th Yearbook of the National Society for the Study of Education, Part I, ed. Lyn Corno (Chicago: University of Chicago Press, 2001).