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How good an historian shall I be? R.G. Collingwood, the historical imagination, and education

Hughes-Warrington, Marnie

Publication Details Click to collapse Cite/Export

  • Creator Marnie Hughes-Warrington
  • Format Books
  • Publication Exeter, UK ; Charlottesville, VA : Imprint Academic, c2003.
  • Series
  • Physical Details
    • 1 online resource (325 p.)
  • ISBNs 9781283689540, 1283689545, 9781845403690, 184540369X
  • OCLC ocn781629142

Summary

  • R.G. Collingwood's name is familiar to historians and history educators around the world. Few, however, have charted the depths of his reflections on what it means to be educated in history. In this book Marnie Hughes-Warrington begins with the facet of Collingwood's work best known to teachers-re-enactment-and locates it in historically-informed discussions on empathy, imagination and history education. Revealed are dynamic concepts of the a priori imagination and education that tend toward...

Notes

  • Description based upon print version of record.
  • Includes bibliographical references and index.
  • English

Contents

  • Cover; Contents; Front Matter; Title Page; Copyright Page; Acknowledgements; Permissions; Dedication; Body Matter; Introduction: More than a Name; Life and Education; Approaching Collingwood; The Shape of this Book; I: History in Peril; Handbook for History Teachers; Educational Objectives for the Study of History; Schools Council History Projects; GCSE and the National Criteria for History; History in the National Curriculum; Afterglow; II: Sympathy, Empathy or Re-enactment?; Sympathy; Empathy; Collingwood and 'Re-enactment'; 'Inside', 'Outside' and 'Same Thought'
  • Collingwood and Wittgenstein on Mind and LanguageRe-enactment: A Conceptual View; Mere Semantics?; III: The Subject-matter of History; Unreasonable Activities; Emotions; Non-specified Historical Agents; Non-Human Animals; Presuppositions and Philosophy; Constellations, Paradigms, Epistêmês and Archives; Reconsiderations of Philosophy; The Widening Lens; IV: Theories of Imagination and Historical Imagination; Imagination as 'Appearances'; The 'Jabbering' Servant; The Particulars and Pleasures of the Imagination; 'Blind, but Indispensable Function'; The Romantic Imagination
  • 'King without a Country'Psychological Research; The Labyrinth of Mirrors; The Form of the Content: A Metareflection; The Historical Imagination; Historical Imagination and Understanding; Historical Imagination and Connection; Historical Imagination and Literary Style; Historical Imagination and Innovation; The Historical Imagination of Historical Imagination Scholars; V: Collingwood's Historical Imagination; Imagination and Historical Imagination; A Priori; A Priori Historical Imagination; The Content and the Form; Historical Imagination as Imagination; What is the Historical Imagination?
  • VI: 'How Good an Historian Shall I Be?' - Imagination and EducationCollingwood on Education; The Aims of Education; The Self; Education and the Development of Self-Knowledge; The Curriculum; The Organisation of Education; Simply Another Idealist?; Questions; The Historical Imagination of R.G. Collingwood; VII: Towards an Historical Education; Hirst and the Forms of Knowledge; Bloom and the Taxonomy of Educational Objectives; Bruner and the Process of Education; Historicizing Education; Imagination and Education; National and Supranational Curricula; Why Collingwood?
  • Conclusion: Beyond the AcademyBack Matter; Bibliography; Other Titles Available from Imprint Academic and Andrews UK
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