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Why history?: ethics and postmodernity

New York: Routledge (1999)

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  1. Postmodernism and its Challenge to the Discipline of History: Implications for History Education.Kaya Yilmaz - 2010 - Educational Philosophy and Theory 42 (7):779-795.
    There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an emphasis on its epistemological underpinnings. (...)
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  • Nature of talk and interaction in the Singapore history classroom.Pamela Chellappah Thuraisingam - unknown
    History is a complex subject. It is more propositional than procedural in nature (Nichol, 1984), and involves adductive thinking (Booth, 1983), where historical evidence and facts are 'teased out' and a convincing account of the past is then reconstructed through speculation, imagination and empathy (Nichol, 1984; Booth, 1983). The teaching and learning of history should not just be the transmission of knowledge, but rather it should involve a process whereby students and teachers interact in order to analyze evidence, raise questions (...)
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  • We Are History: The Outlines of a Quasi-Substantive Philosophy of History.Zoltán Boldizsár Simon - 2016 - Rethinking History 20 (2):259-279.
    In times of a felt need to justify the value of the humanities, the need to revisit and re-establish the public relevance of the discipline of history cannot come as a surprise. On the following pages I will argue that this need is unappeasable by scholarly proposals. The much desired revitalization of historical writing lies instead in reconciling ourselves with the dual meaning of the word history, in exploring the necessary interconnection between history understood as the course of events and (...)
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