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Home > Society and Social Sciences > Education > Philosophy and theory of education > Moral and social purpose of education > Teaching Historical Narratives: A Philosophical Inquiry into the Virtues of Historical Interpretation(Bloomsbury Inquiries in Philosophy and Education)
Teaching Historical Narratives: A Philosophical Inquiry into the Virtues of Historical Interpretation(Bloomsbury Inquiries in Philosophy and Education)

Teaching Historical Narratives: A Philosophical Inquiry into the Virtues of Historical Interpretation(Bloomsbury Inquiries in Philosophy and Education)


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About the Book

With this book Jon Levisohn argues that current history education is set up in a way that sees students of history at one end of a continuum with the academic experts in the field of history at the other, and where the goal of history education is to help students to think like historians. Building on a critical engagement with Carl Hempel, Hayden White, and David Carr, as well as contemporary work in virtue epistemology, Levisohn proposes a new theory of historiography which serves as a set of guidelines for the teaching and learning of history. According to the theory, the work of historiography is best characterized as a negotiation among narratives, weaving together received narratives with new information and ideas in order to construct a new narrative. This negotiation happens with a particular orientation towards negative evidence or ‘flexible disconfirmationism’, and is assessed according to the openness, sensitivity, responsibility, creativity, boldness and humility, i.e. the virtues of historical interpretation. The book rethinks the work of history education, offering new ways of thinking about the goals of the teaching of history, namely, in terms of the cultivation of the interpretive virtues.

Table of Contents:
Series Editor's Foreword Introduction 1. The Study of the Study of History 2. In Search of a Theory of Historiography Adequate to Practice 3. Hayden White and Stories about Stories about History 4. Where Do Stories Come From? 5. How to Improve the Stories that We Tell 6. The Virtues of Historical Interpretation: A Closer Look Conclusion References Index

About the Author :
Jon A. Levisohn is the Jack, Joseph and Morton Mandel Associate Professor of Jewish Educational Thought at Brandeis University, USA, where he also directs the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education and chairs the Department of Near Eastern and Judaic Studies.

Review :
No history educator has made a more compelling case for the importance of interpretive virtues than Jon Levisohn. Drawing on a wealth of examples, Teaching Historical Narratives shows that historical interpretation requires openness, sensitivity, courage, and humility on the historian’s part. In this fine work Levisohn draws on recent studies in the philosophy of history, emphasizing the role of narrative, in order to advance a theory of the teaching of history. Rich in detail and perceptive in its grasp of the issues, this is a book that will impress teachers and writers of history. Levisohn’s book offers a theory of practice in historical inquiry that is, by re-envisioning the teaching of history, a great boon to both teachers and students alike. The need to negotiate between extant narratives is as pressing today as it ever was, and this challenge is insightfully addressed through an account of the exercise of responsibility to historical evidence and other virtues of historical interpretation.


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Product Details
  • ISBN-13: 9781350433397
  • Publisher: Bloomsbury Publishing PLC
  • Publisher Imprint: Bloomsbury Academic
  • Height: 238 mm
  • No of Pages: 240
  • Spine Width: 20 mm
  • Weight: 562 gr
  • ISBN-10: 135043339X
  • Publisher Date: 26 Dec 2024
  • Binding: Hardback
  • Language: English
  • Series Title: Bloomsbury Inquiries in Philosophy and Education
  • Sub Title: A Philosophical Inquiry into the Virtues of Historical Interpretation
  • Width: 164 mm


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