Meaning Over Memory: Recasting the Teaching of Culture and HistoryUNC Press Books, 2016年8月1日 - 270 頁 In the midst of the heated battles swirling around American humanities education, Peter Stearns offers a reconsideration not of what we teach but of why and how we teach it. A humanities program, says Stearns, should teach students not just memorized facts but analytical skills that are vital for a critically informed citizenry. He urges the use of innovative research as the basis of such a curriculum, and he offers specific suggestions on translating curriculum goals into courses that can be taught alongside or instead of the more conventional staples. |
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第 1 到 5 筆結果,共 76 筆
第 頁
... basic questions about how education and scholarship are to be defined. Humanistic disciplines in particular are engaged in this debate because their research methods are harder to pinpoint than those of the sciences and some social ...
... basic questions about how education and scholarship are to be defined. Humanistic disciplines in particular are engaged in this debate because their research methods are harder to pinpoint than those of the sciences and some social ...
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... basic skills and data and tested carefully on their level of mastery. Teachers' latitude must be curtailed lest they stray from the essential education diet, and increasingly detailed curricula, tied to the omnipresent tests, ruled the ...
... basic skills and data and tested carefully on their level of mastery. Teachers' latitude must be curtailed lest they stray from the essential education diet, and increasingly detailed curricula, tied to the omnipresent tests, ruled the ...
第 頁
... basic skill levels. Foreign language study logically flows into the teaching of literature and, once some fluency is acquired, into history and anthropology as well, and in what follows cultural study is not meant to be confined to ...
... basic skill levels. Foreign language study logically flows into the teaching of literature and, once some fluency is acquired, into history and anthropology as well, and in what follows cultural study is not meant to be confined to ...
第 頁
... basic principles but also with some curricular practicalities. This book is not a formal study of education or of the learning process, though it will at points comment on such studies. Emphasizing mainly the humanities and “softer ...
... basic principles but also with some curricular practicalities. This book is not a formal study of education or of the learning process, though it will at points comment on such studies. Emphasizing mainly the humanities and “softer ...
第 頁
... basic subjects, less watering down of the curriculum, and possibly longer school years. Educational clients should not be content with the status quo, as observers of many stripes agree, and I certainly share that judgment.14 But they ...
... basic subjects, less watering down of the curriculum, and possibly longer school years. Educational clients should not be content with the status quo, as observers of many stripes agree, and I certainly share that judgment.14 But they ...
內容
Before the Crisis | |
Sacred Cows in Humanities Teaching and How They Got Grazing Rights | |
The Debate Miscast | |
The Central Mission of the Humanities | |
The Conversion to Analysis | |
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ability Advanced Placement program African Americans Afrocentric agenda Alan Kennedy American history analysis analytical capacities analytical goals approach areas argue argument assessment assumptions attention basic canon canonists causation century challenge claims classical classroom coherence College Board contemporary context conventional coverage critical curricular curriculum debate deconstructionism define democracy democratic developments Diane Ravitch disciplines discussion diverse efforts elite emphases essential example experience exploring fact factual focus framework fundamental gender groups high school historians history courses humanistic humanities courses humanities curricula humanities education humanities programs humanities teaching important innovation intellectual interpretive involved issues knowledge larger learning literary literature Lynne Cheney major means memorization multicultural past political political correctness questions radical recent relationship relevant Renaissance require routine scholars segments simply skills social history social studies specific structure teachers testing textbooks theory topics tradition understanding values vital Western civilization world history