David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 42 (7):779-795 (2010)
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. Implications of postmodernism for the teaching and learning of history are discussed
|Keywords||Historiography Postmodernism Epistemology History education Philosophy of history Social studies education|
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References found in this work BETA
Richard Rorty (1989). Contingency, Irony, and Solidarity. Cambridge University Press.
Richard J. Evans (1997). In Defence of History. Granta Books.
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