In 1974 an article appeared in Science magazine with the dry-sounding title “Judgment Under Uncertainty: Heuristics and Biases” by a pair of psychologists who were not well known outside their discipline of decision theory. In it Amos Tversky and Daniel Kahneman introduced the world to Prospect Theory, which mapped out how humans actually behave when faced with decisions about gains and losses, in contrast to how economists assumed that people behave. Prospect Theory turned Economics on its head by demonstrating through a series of ingenious experiments that people are much more concerned with losses than they are with gains, and that framing a choice from one perspective or the other will result in decisions that are exactly the opposite of each other, even if the outcomes are monetarily the same. Prospect Theory led cognitive psychology in a new direction that began to uncover other human biases in thinking that are probably not learned but are part of our brain’s wiring.

Thinking fast and slow.

Futures Past. On the Semantics of Historical Time

* Peter Seixas: Introduction. I. Historiographies and Historical Consciousness. * Chris Lorenz, Professor of Philosophy and Medothology of History, Leiden University and Free University of Amsterdam. 'Towards A Theoretical Framework For Comparing Historiographies: Some Preliminary Considerations'* James Wertsch, Department of Education, Washington University, St. Louis. 'Specific Narratives and Schematic Narrative Templates'* Jorn Riisen, Institute for the Advanced Studies of the Humanitiies, Essex. 'What Is Historical Consciousness? A Theoretical Approach To Empirical Evidence'* Mark Phillips, Department of History, Universtiy of British Columbia. 'Historical Distance: An Introduction'* II. History Education and Historical Consciousness * Jocelyn Letourneau and Sabrina Moisan, Department of History, Laval University, Quebec. 'Young People's Assimilation of a Collective Historical Memory'* Peter Lee, University of London Institute of Education. 'Understanding History'* Christian Laville. 'Historical Consciousness and History Education: What To Expect from the First for the Second'* Roger Simon, Ontario Institute for Studies in Education, University of Toronto. 'The Pedagogical Insistence of Public Memory'* Kent den Heyer (ed.). 'A Dialogue on Narrative and Historical Consciousness'* III. The Politics of Memory and History Education * Tony Taylor, Faculty of Education, Monash University, Victoria, Australia. 'Disputed Territory: Some Political Contexts for the Development of Australian Historical Consciousness'* John Torpey, Departments of Sociology and History, University of British Columbia. 'The Pursuit of the Past: A Polemical Perspective'

Theorizing Historical Consciousness

Thank you very much for reading the idea of history. Maybe you have knowledge that, people have search numerous times for their favorite readings like this the idea of history, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some malicious virus inside their computer. the idea of history is available in our book collection an online access to it is set as public so you can download it instantly. Our digital library spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the idea of history is universally compatible with any devices to read.

The Idea Of History

Providing a critical introduction to historical studies, this text examines the key issues, the historians and philosophers, and the concepts, ideas and theories which have prompted the rethinking of history which has been gathering momentum in the 1990s. Key concepts for the new history are examined through the ideas of leading historians and philosophers since the 18th century such as Kant, Nietzsche, Croce, Collingwood, White, Foucault and Derrida including: class; empiricism; hermeneutics; inference; metanarrative; relativism; and teleology. With an introduction setting out the state of the discipline of history in 1999, and alphabetical entries on the key ideas, issues and concepts, the book explores the challenges that history faces in the late 20th century.

The Routledge Companion to Historical Studies

History teaching usually focuses on understanding the past as an aim in itself. Research shows that many students don’t see the point of this and perceive history as not very useful. Yet history plays a major role in the orientation on present and future. If students fail to see this, the question arises whether this is due to a lack of explicit attention in history classes on the application of knowledge about the past to the present and the future. This article explores two questions: (1) If history is to be more relevant to students, what kind of objectives should play a central role in history teaching? (2) What kinds of teaching strategies align with these objectives in history teaching? The first question is answered by means of historical and educational theory. The second is answered by exploring a number of teaching strategies that have been described in the literature, as well as a small-scale experiment conducted by the authors. This article aims at providing a basis for developing mean...

Making history relevant to students by connecting past, present and future: a framework for research

Measuring students’ appraisals of the relevance of history: The construction and validation of the Relevance of History Measurement Scale (RHMS)

Although history standards generally aim at developing historical consciousness among secondary school students, there is not much research-based knowledge to support making connections bet...

/pdf/fostering-students-appraisals-of-the-relevance-of-history-by-29jrs6p0ur.pdf

Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study

Using the past to orientate on the present and the future can be seen as one of history’s main contributions to educating future citizens of democratic societies. Because teachers often lack useful methods for pursuing this goal, this study explores three pedagogical approaches that may help them making connections between the past, the present and the future: working with longitudinal lines (LL), with enduring human issues (EHI) and with historical analogies (HA). The efficacy of these approaches was examined in three case studiesconducted in two Dutch secondary schools with eighth- to tenth-grade students ( N =135) and their teachers ( N =4) as participants. Explorations took place within the boundaries of the existing history curriculum and in close collaboration with the teachers who participated because they felt a need to motivate their students by means of a pedagogy to make history more useful. Findings suggest that implementing the LL- and EHI-approaches in a traditional history curriculum with chronologically ordered topics is more complicated than implementing the HA-approach. The HA-approachappears to have more potential to encourage students to use historical knowledge in present-day contexts than the other two approaches. In terms of students’ appraisals of the relevance of history, the application of the EHI-approach showed positive effects.

/pdf/exploring-pedagogical-approaches-for-connecting-the-past-the-3e8i4eerfc.pdf

Exploring pedagogical approaches for connecting the past, the present and the future in history teaching

History education frequently aims at developing active citizenship by using the past to orientate to the present and the future. A pedagogy for pursuing this aim is making connections between the p...

Dick van Straaten

Papers

Making history relevant to students by connecting past, present and future: a framework for research

Measuring students’ appraisals of the relevance of history: The construction and validation of the Relevance of History Measurement Scale (RHMS)

Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study

Exploring pedagogical approaches for connecting the past, the present and the future in history teaching

Connecting past and present through case-comparison learning in history: views of teachers and students