In this volume, Peter Burke, a prominent "Western" historian, offers ten hypotheses that attempt to constitute specifically "Western Historical Thinking".

This essay critically examines the so-called ‘unnaturalness’ of historical thinking. I identify and analyse three lines of argument frequently invoked by historians to defend the validity of historical inquiry in response to scepticism, which is often couched in postmodern terms. In doing so, I highlight that these lines of argument are predicated upon historians’ thought processes and concepts being domain general. This idea of historical thinking as part of our ordinary thinking could help us (...) develop a history curriculum in which students are required to employ those processes and concepts to solve both everyday and historical questions. With such a curriculum, students could more easily see the relevance of history education to their daily lives. (shrink)

Document-based history instruction (DBI) was implemented in a middle school special education setting to promote the development of disciplinary cognitive processing and higher order thinking using historical thinking as a framework for students with learning differences (ld). A convergent mixed methods action research design was utilized to explore a) how DBI influenced students’ disciplinary cognitive processing and higherorder thinking when reading multiple historical documents b) the affordances and constraints of using DBI in a special education (...) classroom. Using quantitative data sources (e.g., highlighted documents, reading comprehension responses, and an ondemand writing task) and additional qualitative data (e.g., interviews, fieldnotes, classroom artifacts, and audio recordings), we uncovered insightful evidence to support the potential of DBI for students with ld. In one academic year, when reading multiple historical sources, students learned how to efficiently highlight content knowledge and academic vocabulary, interrogate historical sources, and corroborate information from different sources. (shrink)

This dissertation is an attempt to examine the role of historical argument in political theory. Its main contention is that political theory, rather than relying on concepts of abstract right and timeless duty, often attempts to convince by giving its readers a particular sense of history. I argue that authors of political theory in many instances present to their readers a narrative, rather than a logic, of politics. Political theory persuades not simply by reason but by giving the reader (...) a more convincing account of history and of the particular role s/he is to play. Consequently, I maintain, we put our own powers of interpretation in a strait-jacket if we approach each book of political theory only in search of an everlasting argument. Our readings will be more fruitful if we consider the qualities of historical argument alongside those of abstract right. The project of political theory, I conclude, is not so much to reform our morals as it is to reform our memories. ;The weight of my argument falls on extended interpretations of three figures in the history of political thought: G. W. F. Hegel, John Locke, and Friedrich Nietzsche. My aim in each chapter is to show that these theorists are at their most persuasive when the historical element in their thought is brought to the forefront. Taken together, however, they do not provide a single 'historical' viewpoint; instead they offer markedly different narratives which rest on different notions of human experience: Locke's account stresses labor, both mental and physical. Hegel's story is rooted in his understanding of art and beauty. Nietzsche's history centers on matters of violence and pain. ;In the prologue and conclusion I consider how political debates can often appear as historical disputes . By reading political theory with an eye to history, I hope to restore it to a position from which it can contribute to such controversies and speak directly to some of our political concerns, even if it must remain, to some degree, persistently aloof from them. (shrink)

No articulation of `historical thinking' has been as influential as Sam Wineburg's position, according to which historical thinking is, fundamentally, the recognition of the ways in which the past is different than the present. Wineburg argues, further, that achieving that state is `unnatural.' This paper critiques both of these claims, arguing instead that we should replace a generic conception of historical thinking with one that is much more rooted in the specific practice of the (...) discipline. It is surely necessary for students to learn this practice, but it is not unnatural. Instead, learning to think historically is learning to speak the language of the discipline that we call ‘history.’. (shrink)

In recent years the age-old question “what is the human?” has acquired a new acuteness and novel dimensions. In introducing the special issue on “Historical Thinking and the Human”, this article argues that there are two main trends behind the contemporary “crisis of human”: ecological transformations, and technological ones. After discussing the respective anthropocenic and technoscientific redefinitions of the human, the paper theorizes three elements in an emerging new historicity of the human: first, the move from a fixed (...) category to a dynamic and indeterminate concept, considering the human as a lifeform in movement; second, the extent to which the human is conceived of in its relational dependence on various non-human agents, organic and non-organic; and third, the reconceptualization of the human not as one but as many, to comprehend that we cannot speak of human individuality in the classical biological sense. In the final part, the article addresses the consequences of the redefinition of the human for historical thinking. It makes the case for the need to elaborate a new notion of history – captured by the phrase “more-than-human history”, and attuned to an emerging planetary regime of historicity in which historical thinking becomes able to affirm multiple temporalities: digital, technoscientific, sociocultural, human, biological and anthropocenic. The article concludes by recognizing the necessity to venture into a new transdisciplinary knowledge economy, appropriate for making sense of the contemporary constellation of the entangled human, technological and natural worlds. (shrink)

The main target of this study is to make a comparative analysis between the presence or absence of historical thinking competencies in the official curricula of Gymnasieskola (Sweden) and Bachillerato (Spain). To reach this goal, a mixed instrument was designed, both qualitative and quantitative, to analyze the offical documents. The results show a great presence of “historical consciousness” in the case of Sweden and the use of historical sources and evidences in the case of Spain.

The notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss th...

Current trends in history education emphasize using disciplined inquiry to teach history. Scholars and teachers promote historical thinking as a classroom practice, arguing that teachers should help students “do history.” However, history textbooks, which are the most widely used instructional material in history classrooms, stand in sharp contrast to the emphasis on historical inquiry because of the use of an omniscient voice and a didactic tone that is characteristic of the genre. This study reconsiders the value of (...) textbook narratives as vehicles to promote and encourage historical thinking and suggests an innovative way of developing texts that would serve the instructional purpose of improving students’ historical thinking. Drawing from the scholarship on considerate and voiced texts, this study presents a new model for textbook narrative that embeds historians’ reasoning into the narrative, Explicit Reasoning Text (ERT). Based on interviews with 12 high school students, this study argues the effectiveness of the ERT to engage students in historical investigation. (shrink)

‘Historical thinking’ has a central role in the theory and practice of history education. At a minimum, history educators must work with a model of historical thinking if they are to formulate potential progression in students’ advance through a school history curriculum, test that progression empirically, and shape instructional experiences in order to maximize that progression. Where do they look, and where should they look, in order to construct such models? Over the past several decades, three (...) major strands have developed, one based in the empirically minded and instruction-oriented British Schools Council History Project, a second through the more philosophically oriented German field of history didactics and historical consciousness, and a third in the US. All three had roots in the historiography and philosophy of their own national traditions. Canadian history educators have been working with a pragmatic hybrid defined around six ‘historical thinking concepts.’ While this model has both been highly influential in the reform of Canadian history curricula and prompted adaptations elsewhere, there has been only minimal theoretical discussion exploring the relationship of these concepts to each other or to the three traditions which helped to shape them. This article is a contribution towards filling that gap. (shrink)

This paper presents results from a large-scale study of history teachers in Swedish secondary schools. The study examines perceptions of history, content being taught, teaching methods and use of digital technology. The study uses the Technological Pedagogical and Content Knowledge (TPACK) framework to analyse the results together with narrative theory. The main results indicate that knowledge of the past and contemporary perspectives from a canonical tradition are prioritised, together with a content-based lecture-style pedagogy. The use of digital technology does not (...) seem to challenge methods or bring new perspectives to history teaching. However, to fully understand history teaching with technology, a framework that emphasises all parts of history education is needed. This calls for further development of the TPACK model, which is further discussed in this article. (shrink)

Investigation into the history of the Talmud was sparked by the Karaite rebellion against the authority of the Talmud at the beginning of the eighth century. The most influential work of Talmudic chronology is the Iggeret de-Rav Sherira Gaon , composed in 986, which sought to explain how the Mishnah and the Talmud were compiled, and demonstrate the unbroken chain of the tradition. Maimonides gives a summary of the history of the tradition in his Commentary to the Mishnah. Although Maimonides' (...) reconstruction is an artificial one, with no attempt to verify sources or test their reliability, he stated that the Babylonian Talmud was compiled about one hundred years after the Jerusalem Talmud; in cases of disagreement, therefore, the rulings of the Babylonian Talmud were the ones adopted by the post-Talmudic Halakhah. The French glossators, or Tosafists, argued that a law in the Talmud could be changed when the original circumstances in which it was promulgated were no longer evident. More objective, critical historical accounts have been given by more modern scholars, particularly Yon Tov Lippmann Heller, Jeheil Heilprin, and Hayyim Joseph David Agulai. (shrink)

There is widespread agreement in scholarship that Moses Mendelssohn lacked historical thinking, an opinion accepted even among Mendelssohn experts. This misjudgment is based on a remark in his Jerusalem against Lessing’s Education of Humankind and surely ignores Mendelssohn’s historical work. I will question the misjudgment by a detour: first, I will ask for whom Lessing wrote his Education of Humankind. Then I will turn to the usually celebrated origin of historical thinking in Semler and Herder (...) and question the historicity of their views. It is only in the 3rd section that I will focus directly on Mendelssohn’s historical work and his truly historical understanding of religion, in agreement with Lessing. (shrink)

Elementary teachers can integrate social studies into their curriculum through thematic or interdisciplinary units. This study explores fourth-grade students’ responses to a month-long, structured inquiry. For two weeks, fourth-graders engaged in multiple readings of five secondary and fourteen primary sources using closed- and open-ended analysis questions and extemporaneous, text-based writing. For another two weeks, the writing process guided students through concept mapping, skeleton outlining, peer- and teacher-review, and revision. Three researchers examined students’ writings for criticality, complexity, and clarity. Findings yielded (...) positive, statistically significant correlations between secondary source usage and historical significance, secondary source usage and continuity-and-change, and primary source usage and contextualization. Positive, weak correlations appear between primary source usage and sourcing. No relationship appears between corroboration and other variables. Meaning is extrapolated for classroom practice and applied to seminal studies. Limitations include a small sample of largely homogeneous, inexperienced students. (shrink)

The idea of history, with its rigid distinction between past and present and its careful sifting of connections from the one to the other, came quite late onto the scene of intellectual life. Both Judaism and Christianity for most of their histories have read the Hebrew Scriptures from within an other-than-historical framework. They found in Scripture's words paradigms of an enduring present, by which all things must take their measure; they possessed no conception whatsoever of the pastness of the (...) past. Rabbinic Judaism invented an entirely new way to think about times past and to keep all time-past, present, and future-within a single framework. For that purpose, a model was constructed, consisting of selected events held to form a pattern that imposes order and meaning on the chaos of what happens, whether past or present or future. Time measured in the paradigmatic manner is time formulated by a free-standing, atemporal model, not appealing to the course of sun and moon, nor concerned with the metaphor of human life and its cyclicality. Not only so, but the paradigm obliterates distinctions between past, present, and future, between here and now and then and there. The past participates in the present, the present recapitulates the past, and the future finds itself determined, predetermined really, within the same free-standing structure comprised by God's way of telling time. (shrink)

Thinking about history as only a collection of dates and names prevents us from seeing the true value of the past. This volume of the Thinker’s Guide Library reveals history as a mode of thinking with real current-day implications. Students learn to engage with the past in a way that promotes critical thinking about the present and future.

An original study of late Enlightenment aesthetics, poetics, and environmental medicine as overlapping ways of comprehending the dislocations of historical existence lodged in the movements of bodies and minds This book studies later eighteenth-century medicine, aesthetics, and poetics as overlapping forms of knowledge increasingly concerned about the relationship between the geographical movements of persons displaced from home and the physiological or nervous "motions" within their bodies and minds. Looking beyond familiar narratives about medicine and art's shared therapeutic and harmonizing (...) ideals, this book explores Enlightenment and Romantic-era aesthetics and poetics in relation to a central but less well known area of eighteenth-century environmental medicine: pathology. No mere system of diagnosis or classification, philosophical pathology was an art of interpretation, offering sophisticated ways of reading the multiple conditions and causes of disease, however absent from perception, in their palpable, embodied effects. For medical, anthropological, environmental, and literary authors alike, it helped to locate the dislocations of modern mobility when a full view of their causes and conditions remained imperfectly understood or still unfolding. Goodman traces the surprising afterlife of the period's exemplary but unexplained pathology of motion, medical nostalgia, within aesthetic theory and poetics, arguing that nostalgia persisted there not as a named condition but as a set of formal principles and practices, perturbing claims about the harmony, freedom, and free play of the mind. (shrink)

Topical intercultural discourse on historical thinking is deeply determined by fundamental distinctions, mainly between the “East” and the “West.” The epistemological preconditions of this discourse are normally not reflected or even criticized. This article follows Chun-Chieh Huang’s attempt to give Chinese historical thinking a new voice in this intercultural discourse. It agrees with Huang’s strategy of focusing the description of the peculiarity of Chinese historical thinking on fundamental criteria of historical sense-generation. Huang argues (...) for a strict difference between the Chinese way of sense-generation in history and the Western one. Against this distinction I argue that both traditions of historical thinking follow the same logic, namely that of the exemplary mode, which is known in the Western tradition by Cicero’s slogan “Historia vitae magistra.” Instead of claiming this mode as typical of Chinese historical thinking, I propose to clarify the difference between China and the West by looking for a modification of the same logic. Finally the question arises as to what the paradigmatic shift of historical thinking from the exemplary to the genetic mode means for the Chinese tradition Huang has presented. This shift cannot be understood as only a Western one, since it is a mode of pursuing modernity in history by a fundamental temporalization in the interpretation of the human world. (shrink)

In texts such as An Autobiography, Collingwood asserts that historical thinking as he understood it effects a "rapprochement" between theory and practice or even a "negation" of this traditional distinction, a thesis that would seem to place him on the opposite side of the debate about the place of values in historical research to figures such as Max Weber, who famously argued for history and the social sciences being "value free" disciplines. This article then investigates this apparent (...) contrast, taking a critical approach to the arguments Collingwood propounds on the topic across a range of his later writings. After noting the curiously limited nature of these arguments however, Collingwood's self-styled "historical" conception of duty is discussed to show that in fact, his position on the place of values in historical research was indistinguishable to Weber's, since at the centre of both is the doctrine that judgements about what to do can never be simply deduced from scholarly study, but instead must be willed in practice itself. (shrink)

Imbued with profound historical consciousness, the Chinese people are Homo historiens in every sense of the term. To be human in China, to a very large extent, is to be historical, which means to live up to the paradigmatic past. Therefore, historical thinking in traditional China is moral thinking. The Chinese historico-moral thinking centers around the notion of Dao, a notion that connotes both Heavenly principle and human norm.In view of its practical orientation, Chinese (...) historical thinking is, on the one hand, concrete thinking and, on the other, analogical thinking. Thinking concretely and analogically, the Chinese people are able to communicate with the past and to extrapolate meanings from history. In this way, historical experience in China becomes a library in which modern readers may engage in creative dialogues with the past. (shrink)

Taking Chun-chieh Huang’s ruminations on the defining character of Chinese historical thinking as a starting point, this essay discusses the ways in which historical cultures and traditions are compared and contrasted and explores some new ways of thinking. It argues that cultural comparisons often constitute two-way traffic and that attempts to characterize one historical culture, such as that of China, are often made relationally and temporally. When the Chinese tradition of historiography is perceived and presented (...) in the West, it has been regarded more or less as a counterexample against which the “unique” traits of Western historical thinking are thrown into relief. Given the hegemonic influence of Western scholarship in modern times, latter-day Chinese historians also valorize the East–West dichotomy. A closer look at this dichotomy, or the characterization of both cultures, reveals that it is not only relative but also relational and temporal. When the modern Chinese appeared impressed by the rigor of Rankean critical historiography, for example, they were essentially attempting to rediscover their own cultural past, for example, the eighteenth-century tradition of evidential learning, in adapting to the changing world. Our task today, the essay contends, is to historicize the specific context within which cultural comparisons are made and to go beyond readily accepted characterizations in order to reassess certain elements in a given culture, to apply historical wisdom, and to cope with the challenges we now face. (shrink)