BiblioVault - Books about Study & Teaching

The Historian behind the History

Conversations with Southern Historians

Megan L. Bever

University of Alabama Press, 2014

The Historian behind the History brings together a collection of valuable interviews with prominent southern historians conducted over the course of a decade by graduate students in the University of Alabama’s history program for the journal Southern History. In the interviews, ten notable southern historians and mentors illuminate the state of historiography, their experiences in the profession, and their thoughts about graduate education and southern history.

The historians and their main topics include:

Richard J. M. Blackett on antebellum and African American history
Dan T. Carter on Reconstruction, Civil Rights, and George Wallace
Pete Daniel on the New Deal and the Cold War South
Laura F. Edwards on the Early Republic, the Civil War, Reconstruction, and women’s history
William W. Freehling on the antebellum South
Gary W. Gallagher on the Civil War
Glenda Elizabeth Gilmore on Jim Crow
James M. McPherson on the Civil War
Theodore Rosengarten on the Depression
J. Mills Thornton III on the antebellum South

In his introduction, award-winning author and historian George C. Rable draws together the multifaceted themes of these interviews, offering a compelling overview of the nature of the field. Edited by Megan L. Bever and Scott A. Suarez, The Historian behind the History offers critical insights about the craft and professional life of the historian.

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Historical Thinking

Sam Wineburg

Temple University Press, 2001

Since ancient times, the pundits have lamented young people's lack of historical knowledge and warned that ignorance of the past surely condemns humanity to repeating its mistakes. In the contemporary United States, this dire outlook drives a contentious debate about what key events, nations, and people are essential for history students. Sam Wineburg says that we are asking the wrong questions. This book demolishes the conventional notion that there is one true history and one best way to teach it.

Although most of us think of history -- and learn it -- as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing and understanding about the relationships of peoples and events in the past. A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the "one damned thing after another" concept of history.

Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer "rough maps of how ordinary people think about the past and use it to understand the present." Arguing that we all absorb lessons about history in many settings -- in kitchen table conversations, at the movies, or on the world-wide web, for instance -- these essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.

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Histories on Econometrics, Volume 43

Marcel Boumans, Ariane Dupont-Kieffer, Dou Qin, editors

Duke University Press

This volume considers the history of econometrics, a field of economics that combines statistics, mathematics, and economic theory. Contributors scrutinize accounts of the field’s shifting boundaries and the development of a cohesive scholarly community of econometricians. These essays consider applied research and methodologies in context and connect the history of econometrics to contemporary developments in related disciplines and technologies. Analyzing the practice of econometrics around the world since its introduction in the 1920s, contributors examine the relationship between sociology and welfare in Italian econometrics, the extraordinary investment in macroeconometric models and input-output models in Japan, practices of econometrics in relation to computation and philosophy, and the recognition of unusual methodological stances in both theoretical and applied work. Reinterpreting the accepted history of econometrics allows historians to focus on new alliances, methods, and entrepreneurial models that resolve past obscurities and open up new areas for future inquiry.

Contributors: John Aldrich, Jeff E. Biddle, Olav Bjerkholt, Marcel Boumans, Chao-Hsi Huang, Robert W. Dimand, Duo Qin, Ariane Dupont-Kieffer, Hsiang-Ke Chao, Aiko Ikeo, Francisco Louçã, Mary S. Morgan, Daniela Parisi, Alain Pirotte, Charles G. Renfro, Thomas Stapleford, Sofia Terlica

Marcel Boumans is Associate Professor of Economics at the University of Amsterdam. Ariane Dupont-Kieffer is a Researcher at the French National Institute of Research on Transport and Safety. Duo Qin is Reader of Economics at the University of London.

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History and Philosophy of the Humanities

An Introduction

Michiel Leezenberg

Amsterdam University Press, 2019

The humanities include disciplines as diverse as literary theory, linguistics, history, film studies, theology, and philosophy. Do these various fields of study have anything in common that distinguishes them from, say, physics or sociology? The tripartite division between the natural sciences, the social sciences and the humanities may seem self-evident, but it only arose during the course of the 19th century and is still contested today.History and Philosophy of the Humanities: An Introduction presents a reasoned overview of the conceptual and historical backgrounds of the humanities. In four sections, it discusses:- the most influential views on scientific knowledge from Aristotle to Thomas Kuhn;- the birth of the modern humanities and its relation to the natural and social sciences;- the various methodological schools and conceptual issues in the humanities;- several themes that set the agenda for current debates in the humanities: critiques of modernity; gender, sexuality and identity; and postcolonialism.Thus, it provides students in the humanities with a comprehensive understanding of the backgrounds of their own discipline, its relation to other disciplines, and the state of the art of the humanities at large.

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The History of Grammar in Foreign Language Teaching

Simon Coffey

Amsterdam University Press, 2020

Taking a broadly chronological approach, this volume of original essays traces the origins of the concept of ‘grammar’. In doing so, it charts the social, moral and cultural factors that have shaped the development of grammar from Antiquity, via the Middle Ages, Renaissance and Modern Europe, to current education systems and language learning pedagogy. The chapters examine key turning points in the history of language teaching epistemology, focusing on grammar for language teaching across different European cultural contexts. Bringing together leading scholars of classical and modern languages education, The History of Grammar in Foreign Language Teaching offers the first single-source reference on the evolving concept of grammar across cultural and linguistic borders in Western language education. It therefore represents a valuable resource for teachers, teacher-educators and course designers, as well as students and scholars of historical linguistics, and of second and foreign language education.

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Horizontal Learning in the High Middle Ages

Peer-to-Peer Knowledge Transfer in Religious Communities

Micol Long

Amsterdam University Press, 2019

The history of medieval learning has traditionally been studied as a vertical transmission of knowledge from a master to one or several disciples. *Horizontal Learning in the High Middle Ages: Peer-to-Peer Knowledge Transfer in Religious Communities* centres on the ways in which cohabiting peers learned and taught one another in a dialectical process - how they acquired knowledge and skills, but also how they developed concepts, beliefs, and adapted their behaviour to suit the group: everything that could mold a person into an efficient member of the community. This process of 'horizontal learning' emerges as an important aspect of the medieval learning experience.Progressing beyond the view that high medieval religious communities were closed, homogeneous, and fairly stable social groups, the essays in this volume understand communities as the product of a continuous process of education and integration of new members. The authors explore how group members learned from one another, and what this teaches us about learning within the context of a high medieval community.

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How Art Can Be Thought

A Handbook for Change

Al-An deSouza

Duke University Press, 2018

What terms do we use to describe and evaluate art, and how do we judge if art is good, and if it is for the social good? In How Art Can Be Thought Allan deSouza investigates such questions and the popular terminology through which art is discussed, valued, and taught. Adapting art viewing to contemporary demands within a rapidly changing world, deSouza outlines how art functions as politicized culture within a global industry. In addition to offering new pedagogical strategies for MFA programs and the training of artists, he provides an extensive analytical glossary of some of the most common terms used to discuss art while focusing on their current and changing usage. He also shows how these terms may be crafted to new artistic and social practices, particularly in what it means to decolonize the places of display and learning. DeSouza's work will be invaluable to the casual gallery visitor and the arts professional alike, to all those who regularly look at, think about, and make art—especially art students and faculty, artists, art critics, and curators.

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How We Teach Science

What’s Changed, and Why It Matters

John L. Rudolph

Harvard University Press, 2019

A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.

Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why.

This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular—laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light—is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method?

Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they’ve advanced an assortment of strategies, ranging from “the laboratory method” to the “five-step method” to “science as inquiry” to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science.

John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.

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