'Talk about the Questions of the Day, Shun Them Not': Three Late Victorian Voices on the Place of History in English Schools

Autor/in	Smith, Joseph
Titel	'Talk about the Questions of the Day, Shun Them Not': Three Late Victorian Voices on the Place of History in English Schools
Quelle	In: History of Education, 51 (2022) 2, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2021.1977855
Schlagwörter	Educational History; Citizenship Education; Patriotism; Elementary School Students; Grade 3; Foreign Countries; Self Concept; Teaching Methods; History Instruction; Epistemology; Misconceptions; United Kingdom (England) + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Patriotismus; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Erkenntnistheorie; Missverständnis
Abstract	This paper brings together the ideas of three writers from the 1880s who argued for an enhanced status for history in the school curriculum. Although there is superficial agreement between the writers in calling for history to develop children's citizenship and patriotism, each conceives these values differently. Focusing on the teaching of history to children in elementary and third-grade schools, this paper suggests that the considerable plurality of views among advocates of history reflects the underdeveloped disciplinary identity of history in the Victorian academy. However, the paper also contends that, in considering the pedagogic complexity of teaching history to children, these writers were engaging with epistemic debates -- about the place of myth-histories and the processes of narrativisation -- that would not exercise historical philosophers until the late twentieth century. Then, as now, the school curriculum proved fertile ground for discussion about what history is, and what it is for. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01