A Philosophical Approach to the Subject Matter Preparation of Teachers of History.

Autor/in	Griffin, Alan F.
Titel	A Philosophical Approach to the Subject Matter Preparation of Teachers of History.
Quelle	(1942), (232 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Critical Thinking; Democracy; Educational Objectives; Educational Philosophy; Educational Theories; History Instruction; Learning Processes; Preservice Teacher Education; Progressive Education; Secondary Education; Social Studies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kritisches Denken; Demokratie; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; History lessons; Geschichtsunterricht; Learning process; Lernprozess; Lehramtsstudiengang; Lehrerausbildung; Reformpädagogik; Progressive Erziehung; Sekundarbereich; Gemeinschaftskunde
Abstract	Completed at Ohio State in 1942, this seminal dissertation presents a clearly thought out statement of the necessary goals of the social studies in a democracy as these relate to the learning process, to the content, and to the teaching methods employed in social studies instruction. The dissertation is arranged into seven chapters. Chapter 1, Origins of the Problem, emphasizes that to secure direction for the subject matter preparation of secondary history teachers, the approach must begin by providing a theoretical basis from which to answer the question: What is it that the history teacher is being prepared to do? Examined in chapters 2, 3, and 4 are the nature of history as a school subject, implications of the democratic ideal for the teaching of history, and the unique function of information in a democracy. Chapters 5 and 6 discuss a theory of the role of historical materials inside the learning process and curricular implications of the theory. The last chapter emphasizes that the role of teacher-controlled subject matter in the secondary school history class is to help students think reflectively. The chapter stressed that a prospective teacher's subject matter preparation should be carried on in the light of his intent subsequently to use subject matter for the promotion of reflective thinking on the part of students and of the prospective teacher himself. (RM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC