Rethinking Historical Thinking: How Historians Use Unreliable Evidence

Autor/in	Marino, Michael P.
Titel	Rethinking Historical Thinking: How Historians Use Unreliable Evidence
Quelle	In: History Teacher, 55 (2022) 2, S.269-304 (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	History; Thinking Skills; Historians; Primary Sources; Accuracy; Reliability; Evidence; History Instruction; Historical Interpretation; War; Information Sources; Doctoral Students; High School Students; Advanced Placement; Student Attitudes; Decision Making + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Denkfähigkeit; Historian; Historiker; Primärquelle; Reliabilität; Evidenz; History lessons; Geschichtsunterricht; Historische Interpretation; Krieg; Information source; Informationsquelle; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; High school; High schools; Oberschule; Schülerverhalten; Decision-making; Entscheidungsfindung
Abstract	Historical thinking, a term that encompasses a diverse set of definitions and competencies, calls on students to replicate the work and cognitive processes of historians by analyzing and interpreting evidence and making logical conclusions based on this evidence. Given this emphasis on discipline-specific skills, "sources" (especially primary sources) constitute a significant feature of the research about historical thinking. Much of this literature stresses the need for "accurate," "reliable," "trustworthy," and "legitimate" evidence when constructing a historical argument. Although this emphasis on accuracy can be helpful in understanding the cognitive processes associated with the study of history, it does not effectively reflect the way historians work within their discipline. A historian might subject a piece of evidence to a reliability assessment, but a source's utility is not dependent solely on its accuracy. Moreover, historians regularly use different kinds of unreliable evidence to construct historical arguments. The study here thus proposes to do two things. First, it provides a new perspective on historical thinking by illustrating the role that inaccurate and unreliable evidence can play in the creation of a historical account. Second, this study examines the idea of evidence use as a component of historical expertise and the discipline-specific skills associated with the study of history. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01