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 38 筆
第 頁
... learning.5 Knowing that history consists of names and dates, they would be extremely skeptical of claims to the contrary. All sorts of educational issues properly concern both policymakers and the interested public, and what follows by ...
... learning.5 Knowing that history consists of names and dates, they would be extremely skeptical of claims to the contrary. All sorts of educational issues properly concern both policymakers and the interested public, and what follows by ...
第 頁
... learning in a field too often treated as a scattered collection of individual courses, and attempts (though inadequately, I believe) some integration of multiculturalism and mainstream cultural interests. The College Board is developing ...
... learning in a field too often treated as a scattered collection of individual courses, and attempts (though inadequately, I believe) some integration of multiculturalism and mainstream cultural interests. The College Board is developing ...
第 頁
... learning process, though it will at points comment on such studies. Emphasizing mainly the humanities and “softer” social sciences, and history in particular, it will also venture some remarks on other disciplines and on various ...
... learning process, though it will at points comment on such studies. Emphasizing mainly the humanities and “softer” social sciences, and history in particular, it will also venture some remarks on other disciplines and on various ...
第 頁
... learning, that zealous testing will generate misleading, even destructive, measurements of accountability. Some of these trends, indeed, have already been launched. Despite the voluminous literature on educational goals already ...
... learning, that zealous testing will generate misleading, even destructive, measurements of accountability. Some of these trends, indeed, have already been launched. Despite the voluminous literature on educational goals already ...
第 頁
... learning is real or imagined, we need to develop a series of humanistic appreciations more attuned to our changing setting, including the ways in which this setting clashes with the expectations many Americans maintain. We need a better ...
... learning is real or imagined, we need to develop a series of humanistic appreciations more attuned to our changing setting, including the ways in which this setting clashes with the expectations many Americans maintain. We need a better ...
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