David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 44 (1):1-21 (2010)
Historians typically tell stories about the past, but how are we to understand the epistemic status of those narratives? This problem is particularly pressing for history education, which seeks guidance not only on the question of which narrative to teach but also more fundamentally on the question of the goals of instruction in history. This article explores the nature of historical narrative, first, by engaging with the seminal work of Hayden White, and second, by developing the critique of White by David Carr. The picture of historical inquiry that emerges is one in which the fundamental cognitive activity is one of negotiating among narratives. Students, like historians, like any of us, come to the work of historical inquiry in possession of prior narratives, which are then thrown into an encounter with other narratives of varying size and scope. Good historians enact the negotiation among narratives responsibly and well, demonstrating the virtues of historical interpretation. History education, therefore, ought to help students improve their historical interpretations at the same time as it fosters those qualities that make them good interpreters
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References found in this work BETA
F. R. Ankersmit (2003). Danto, History, and the Tragedy of Human Existence. History and Theory 42 (3):291–304.
Guy Axtell (ed.) (2000). Knowledge, Belief, and Character: Readings in Virtue Epistemology. Rowman & Littlefield Publishers.
David Carr (2008). 1. Narrative Explanation and its Malcontents. History and Theory 47 (1):19–30.
David Carr (1991). Time, Narrative, and History. Indiana University Press.
Lorraine Code (1987). Epistemic Responsibility. Published for Brown University Press by University Press of New England.
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