Thinking Historically: Educating Students for the 21st Century

by Stephane Levesque

Two simple but profound questions have preoccupied scholars since the establishment of history education over a century what is historical thinking, and how do educators go about teaching it? In Thinking Historically , Stéphane Ltévesque examines these questions, focusing on what it means to think critically about the past. As students engage in a new century already characterized by global instability, uncertainty, and rivalry over claims about the past, present, and future, this study revisits enduring questions and aims to offer new and relevant answers. Drawing on a rich collection of personal, national, and international studies in history education, Ltévesque offers a coherent and innovative way of looking at how historical expertise in the domain intersects with the 'pedagogy of history education.' Thinking Historically provides teacher educators, and all those working in the field of history education, ways of rethinking their practice by presenting some of the benchmarks, in terms of procedural concepts, of what students ought to learn and do to become more critical historical actors and citizens. As questions regarding history education compel educators with greater force than ever, this study explores different ways of approaching and engaging with the discipline in the twenty-first century.

240 pages, Paperback

First published March 28, 2008

Reviews

[Molly Lidgerwood · Rating 3 out of 5]

I had to read this for Uni, and I was pleasantly surprised (as most of our reading is quite dry)! I appreciated Lévesque's exploration of historical thinking concepts in an interesting and relevant manner. I would have preferred a greater focus on more practical strategies/activities, and a more global framework (rather than the Canadian one, which I can understand). (3.5 STARS)

[Annie J (The History Solarium Book Club) · Rating 3 out of 5]

Outdated but Insightful: A Canadian-Centric Academic Read on Historical Thinking

This is a very academic read and is a bit outdated. The concepts are no longer new for most Social Studies teachers. It also was heavily geared toward Canadian educators. However, the presentation of the importance of teaching historical thinking skills was well-researched. I most enjoyed the chapter on Historical Empathy.

[Brett · Rating 3 out of 5]

Not what I was expecting, but good information on the historiography and the teaching of history.