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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... disciplines that study people's expressions and social institutions. My goal is to improve student understanding of how cultures operate and how societies function, by using advances in humanistic research and by rethinking some of the ...
... disciplines that study people's expressions and social institutions. My goal is to improve student understanding of how cultures operate and how societies function, by using advances in humanistic research and by rethinking some of the ...
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... disciplines such as history and English, arguing that new scholarly interests like social history should be jettisoned or at least downgraded in favor of reexaminations of the great traditions of American and Western society, primarily ...
... disciplines such as history and English, arguing that new scholarly interests like social history should be jettisoned or at least downgraded in favor of reexaminations of the great traditions of American and Western society, primarily ...
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... disciplines of literary study, philosophy, history, and some of the kindred social sciences such as anthropology and sociology. Educational problems in science have more to do with teaching techniques than with curricular goals per se ...
... disciplines of literary study, philosophy, history, and some of the kindred social sciences such as anthropology and sociology. Educational problems in science have more to do with teaching techniques than with curricular goals per se ...
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... disciplines, are cultural anthropology and many branches of sociology that rely wholly or in part on impressionistic data for generalizations about human social relationships.6 Humanities, then, includes important parts of the social ...
... disciplines, are cultural anthropology and many branches of sociology that rely wholly or in part on impressionistic data for generalizations about human social relationships.6 Humanities, then, includes important parts of the social ...
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... discipline primarily in terms of the insights it provides, not the data it amasses. During the 1990s a new project, funded by two prestigious foundations, seeks to review high school testing procedures, to wean them away from ...
... discipline primarily in terms of the insights it provides, not the data it amasses. During the 1990s a new project, funded by two prestigious foundations, seeks to review high school testing procedures, to wean them away from ...
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