!!> PDF / Epub ★ Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Critical Perspectives on the Past) ✓ Author Sam Wineburg – Stevemiddleton.info
Wineberg is lively But you can tell he has never had to teach using state mandated standards Anyone can make Rosa Parks or the Civil War interestingwe have primary sources that our kids can access, including photographs It s exponentially difficult to make the nullificati 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 An 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. Read for class Actually a fairly decent book It s the collected papers of a cognitive scientist who specializes in how we learn and teach history He offers a variety of studies that look at generational differences in how history is understood, and taught He investigates what does it mean to think historically rather than suffering from present ism, or ascribi One of the critiques I have read about this book is that it does not provide a how to of historical thinking I m not sure why this is a critique of the book, because Wineburg doesn t put forth that he will be trying to give teachers tools on how to teach historical thinking This book is an exploration of what historical thinking is Other scholars have engaged this material to develop tools for historical My partner assigns this book in her Teaching Historical Thinking, which is how I found out about it I became hooked within the first few pages because of its relevance to thoughts I have had concerning the book Presence of the Past the study upon which it is based is mentioned in the final chapter of this book.I do have some criticisms I feel like he is a little unclear about what historical thinking is and why it is unnatural At times, it seems as though he and I agree that the sussing out of motives, critical thinking concerning other human agents, and emotional empathy are the core threads of historical thinking, merely being applied elsewhere But he seems to judge historical thinking as unnatural despite this simply because it they are learned processes I mean, walking is a learned process, but it is also perfectly natural.I also take issue with his saying that Presentism as he calls it is our natural mode of thought, where we assume that the past is like the present without justification, that people think in the same ways, etc While he early on acknowledges that sometimes people exoticise the past instead, assuming dissimilarity with a similar lack of justification, he seems to then ignore that fact for the rest of the book The whole reason that an Edward Said can write a book like Orientalism is because people engage in such Exoticism instead I would suggest that Present An incredibly useful book for history teachers and anyone interested in history education In this book, Wineburg questions the way people tend to think about history and the way it should be taught He argues persuasively for viewing history as a set of skills and a way of thinking rather than simply a list of facts, names, dates, and events to be memorized, using a number of different approaches to make this point and to show how this method of history instruction can be achieved This would entail movement away from textbooks, a means of conveying knowledge that Wineburg critiques and views rather unfavorably, and towards creative uses of primary sources in the cl As an Intermediate Secondary teacher, I found some of what Wineburg said to be very interesting and in some cases helpful in planning long range units However, the text seriously shows its age published in 2001 it basically points to flaws in the way the history and social studies curriculum is delivered mainly in the United States and discusses outdated technology Its chapter on universal design is still relevant Backwards Design but little else is pertinent to Ca Vale, pues esto es oficial, comienzan las lecturas relacionadas con el tema opos, con la profesi n so ada y con la motivaci n Este libro estrena estanter a Para ser la primera obra con la que entro en materia estoy gratamente satisfecha Un buen repaso sobre much I assign this book every fall for my Teaching Historical Thinking course While some of the articles in it are decades old, the concepts are still fresh because, unfortunately, students still find historical thinking unnatural. A classic must read for history educators.