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 54 筆
第 ix 頁
... move discussion to the proper plane . 1 It is important to stake out a new balance between traditional coverage of Western culture and our urgent need to understand African and Asian cul- tures , and the following chapters will venture ...
... move discussion to the proper plane . 1 It is important to stake out a new balance between traditional coverage of Western culture and our urgent need to understand African and Asian cul- tures , and the following chapters will venture ...
第 x 頁
... move from the inevitably bounded examples of any classroom to other instances in which the role of culture demands assessment or the nature of social change must be grasped . Such goals are ambitious , but this book argues that they are ...
... move from the inevitably bounded examples of any classroom to other instances in which the role of culture demands assessment or the nature of social change must be grasped . Such goals are ambitious , but this book argues that they are ...
第 6 頁
... moving away from the serious study of society entirely ( through whatever disci- plinary combination ) by injecting training in " social skills " such as checkbook writing or the other embellishments of " commercial economics . " The ...
... moving away from the serious study of society entirely ( through whatever disci- plinary combination ) by injecting training in " social skills " such as checkbook writing or the other embellishments of " commercial economics . " The ...
第 7 頁
... moving away from debates about which groups it would privilege — essentially a turf fight , however recondite its phrasing — and toward a determination of what kinds of analyses it should further . I aim for a real trans- formation of ...
... moving away from debates about which groups it would privilege — essentially a turf fight , however recondite its phrasing — and toward a determination of what kinds of analyses it should further . I aim for a real trans- formation of ...
第 10 頁
... move in the right direction , but they need to be connected with a wider definition of the substantive fields involved . A number of high school and grade school history projects have been undertaken in various parts of the country ...
... move in the right direction , but they need to be connected with a wider definition of the substantive fields involved . A number of high school and grade school history projects have been undertaken in various parts of the country ...
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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ability Advanced Placement program African Americans Afrocentric agenda Alan Kennedy American history analysis analytical goals approach areas argue argument assessment basic canon canonists causation challenge Charles Tilly classical classroom coherence College Board contemporary context conventional coverage critical cultural curricular curriculum debate define democracy democratic developments Diane Ravitch Dinesh D'Souza disciplines discussion diverse elite emphases essential example experience fact factual focus framework gender groups high school historians history courses humanistic humanities courses humanities curricula humanities education humanities programs humanities teaching ical innovation intellectual interpretive involved issues knowledge learning literary literature Lynne Cheney major manities memorization ment multiculturalism past political political correctness questions radical recent Renaissance require routine scholars scholarship segments simply skills social history social studies society specific structure teachers testing textbooks theory tion tional topics tradition understanding values vital Western civilization world history