"Sam Wineburg has not merely contributed to our understanding of how history is created, taught and learned; he has nearly singlehandedly forged a distinctive field of research and a new educational literature. This volume brings together a decade-long record of conceptual invention and methodological creativity." oLee S. Shulman, President, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education Emeritus, Stanford University "With this volume, Sam Wineburg firmly established his place as the pre-eminent North American researcher in history education. His chapters range from insightful scholarly mediations to innovative empirical studies. He examines the knowledge and practices of historians, history teachers, and young people, as well as the vibrant field of research that has recently developed around these issues. Historical Thinking makes a vitally important contribution to our understanding of how we think and learn about the past." oPeter Seixas, Professor and Canada Research Chair in Education, University of Brutish Columbia "Historical Thinking is intellectually substantive, integrative, and timely. In the midst of all the talk about new technologies, distance learning, and standardized testing, his fine-grained inquiries into learning and knowledge are a sobering reminder that educators have a lot to learn about learning." oRandy Bass, Center for New Designs in Learning and Scholarship, Georgetown University "This is a wide-ranging and at times inspirational work." oHistory of Education "Arguing that we all absorb lessons about history in many settingsoin kitchen table conversations, at the movies, or on the world-wide-web, for instanceothese essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking." oNew York Review of Books
From the Publisher
How do historians know what they know?
Winner of the Frederic W. Ness Award, The Association of American Colleges and Universities