Meaning Over Memory: Recasting the Teaching of Culture and HistoryUNC Press Books, 1993 - 254 頁 In the midst of the heated battles swirling around American humanities education, Peter Stearns offers a reconsideration not only of what we teach but also of why and how we teach it. While conservatives defend a museum-like humanities curriculum, their o |
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第 1 到 5 筆結果,共 39 筆
第 vii 頁
... . Education : The Central Mission of the Humanities 131 7. Rethinking Actual Curricula : The Conversion to Analysis 172 Conclusion : Educating for Democracy 206 Notes 235 Index 251 PREFACE This book offers a wide - ranging new look.
... . Education : The Central Mission of the Humanities 131 7. Rethinking Actual Curricula : The Conversion to Analysis 172 Conclusion : Educating for Democracy 206 Notes 235 Index 251 PREFACE This book offers a wide - ranging new look.
第 2 頁
... democracy and producing lists of facts , derived mainly from these areas , that every educated person should know.3 The gauntlet thrown down , it was hardly surprising that , toward 1990 , revived academic radicalism generated ...
... democracy and producing lists of facts , derived mainly from these areas , that every educated person should know.3 The gauntlet thrown down , it was hardly surprising that , toward 1990 , revived academic radicalism generated ...
第 4 頁
... democracy , equal oppor- tunity , and unprecedented social mobility , and that literary study consisted of memorizing character names and plot lines . They cer- tainly knew that history consisted almost exclusively of " one damned thing ...
... democracy , equal oppor- tunity , and unprecedented social mobility , and that literary study consisted of memorizing character names and plot lines . They cer- tainly knew that history consisted almost exclusively of " one damned thing ...
第 12 頁
... democracy , then what might its purpose be ? If we don't measure what facts students are mastering , how do we evaluate them , and what are teachers to teach ? And can general sentiments about pro- moting understanding translate into ...
... democracy , then what might its purpose be ? If we don't measure what facts students are mastering , how do we evaluate them , and what are teachers to teach ? And can general sentiments about pro- moting understanding translate into ...
第 14 頁
... democracy . This subject will not be my starting point , for some substantive educational agendas must be established before one rushes into a defense of presumably essential values , but I will not evade the challenge . When I began my ...
... democracy . This subject will not be my starting point , for some substantive educational agendas must be established before one rushes into a defense of presumably essential values , but I will not evade the challenge . When I began my ...
內容
The Question of Urgency The Issues in Perspective | 18 |
Innovations in the Humanities Before the Crisis | 30 |
Sacred Cows in Humanities Teaching and How They Got Grazing Rights | 60 |
Answering the Canon Fire The Debate Miscast | 95 |
Clearing the Decks for Creative Planning | 110 |
Education The Central Mission of the Humanities | 131 |
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