Knowing, Teaching, and Learning History: National and International Perspectives

by Peter N. Stearns, Peter Seixas, Sam Wineburg

A rethinking of teaching methodology in history classrooms

As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history.

The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History . This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history.

Published in conjunction with the American Historical Association.

Genres: History, Education, Grad School, Nonfiction, Teaching

482 pages, Paperback

First published September 1, 2000

About the author

Peter Nathaniel Stearns is a professor at George Mason University, where he was provost from January 1, 2000 to July 2014.
Stearns was chair of the Department of History at Carnegie Mellon University and also served as the Dean of the College of Humanities and Social Sciences (now named Dietrich College of Humanities and Social Sciences) at Carnegie Mellon University. In addition, he founded and edited the Journal of Social History. While at Carnegie Mellon, he developed a pioneering approach to teaching World History, and has contributed to the field as well through editing, and contributing to, the Routledge series, Themes in World History. He is also known for various work on the nature and impact of the industrial revolution and for exploration of new topics, particularly in the history of emotions.
He is active in historical groups such as the American Historical Association, the Society for French Historical Studies, the Social Science History Association and the International Society for Research on Emotion.

Reviews

[Kaitlin · Rating 4 out of 5]

This was a good book to read to get some perspectives on teaching, praxis, and pedagogy for history teachers. I admit I didn't read all of the papers, but the ones I wanted to read and did read were very well written and informed. The information is a bit outdated nowadays and we are in a whole new realm of educational theory and practice, but it was a good read nonetheless!

[Lucas Voelkel · Rating 4 out of 5]

Part 1 "Current Issues in History Education" is honestly a great read by itself. The whole thing was really insightful, but as a history major with a focus on education Part 1 stood out as having the most "meat" to it. Definitely recommend to anyone thinking of, working towards, or currently teaching history. Though, for elementary/primary history this might be a bit of overkill.

[Adam Gutschenritter · Rating 4 out of 5]

Although not all of the research applied directly to my teaching purpose it was nice to see the thoughts that I had developed have been thought by experts in the field. Their developments should help me develop my own ideas if I have the courage to jump down the rabbit hole.