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Marnie Hughes-Warrington
Australian National University
  1. How Good an Historian Shall I Be?Marnie Hughes-Warrington - 2003 - Imprint Academic.
    R.G. Collingwood's name is familiar to historians and history educators around the world. Few, however, have charted the depths of his reflections on what it means to be educated in history. In this book Marnie Hughes-Warrington begins with the facet of Collingwood’s work best known to teachers — re-enactment — and locates it in historically-informed discussions on empathy, imagination and history education. Revealed are dynamic concepts of the a priori imagination and education that tend towards reflection on the presuppositions that (...)
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    State and Civilization in Australian New Idealism, 1890-1950.Marnie Hughes-Warrington & Ian Tregenza - 2008 - History of Political Thought 29 (1):89-108.
    This paper explores the emergence and evolution of philosophical Australian New Idealism through an analysis of the writings of Francis Anderson (1858-1941), Mungo MacCallum (1854-1942), E.H. Burgmann (1885-1965) and G.V. Portus (1883-1954). Where their British Idealist contemporaries during and after the First World War were criticized for their putative 'Germanic' and authoritarian conception of the state, the writings of these Australian Idealists were centrally shaped by a concern with the categories of 'empire', 'humanity' and 'the international order', as much as (...)
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    The "Ins" and "Outs" of History: Revision as Non-Place.Marnie Hughes-Warrington - 2007 - History and Theory 46 (4):61–76.
    Revision in history is conventionally characterized as a linear sequence of changes over time. Drawing together the contributions of those engaged in historiographical debates that are often associated with the term "revision," however, we find our attention directed to the spaces rather than the sequences of history. Contributions to historical debates are characterized by the marked use of spatial imagery and spatialized language. These used to suggest both the demarcation of the "space of history" and the erasure of existing historiographies (...)
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    Collingwood and the Early Paul Hirst on the Forms of Experience-Knowledge and Education.Marnie Hughes-Warrington - 1997 - British Journal of Educational Studies 45 (2):156 - 173.
    Paul Hirst's 'forms of knowledge' thesis has been the subject of much discussion and debate in educational circles. Hirst's claim that such forms exist is not original but, as R. S. Peters claimed, his account is distinctive in its application to the school curriculum. This paper calls for a revision of Peters's claim on the grounds that R. G. Collingwood's writings on the forms of experience not only refer to the school curriculum, but also point up an explicitly educational agenda.
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    Metaphysics as History, History as Metaphysics.Marnie Hughes-Warrington - 2015 - Philosophical Topics 43 (1-2):279-284.
    R. G. Collingwood’s writings do not sit neatly within any of the major approaches to metaphysics. Moore’s Evolution of Modern Metaphysics corrects the conventional exclusion of Collingwood’s thought, only to position him as contributing an ‘interlude’. I argue that this treatment does little to bring the far-reaching implications—and problems—of Collingwood’s reversible treatment of history as metaphysics and metaphysics as history to the fore. In particular, I highlight Collingwood’s not having worked through the ontological implications of historians actively making meaning of (...)
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