Ken Osborne
Biographic Data
| ID | 3841417 |
|---|---|
| NAME | Ken Osborne |
| GIVEN NAMES | Ken |
| FAMILY NAME | Osborne |
| SIGNATURE | OSBORNE K |
| AFFILIATIONS | University of Manitoba |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
Creating the “International Mind”
After the First World War, the League of Nations, through its International Committee on Intellectual Cooperation, attempted to reshape the teaching of history in its member states. The League's supporters realized that its long-term success depended in part on supportive public opinion and that this, in turn, had implications for education. Aware of the strength of national loyalties, the League sought not to abolish the teaching of national his…
A History Teacher Looks Back
Ken Osborne looks back on his career as a history teacher and teacher of history teachers, exploring what first drew him to the study of history, why he thinks history matters, why he decided to teach it, and how he became involved in issues surrounding the teaching of history. Along the way he also comments on the emergence of history education as a distinct field of study and research
Fred Morrow Fling and the Source-Method of Teaching History
This article examines the educational ideas of Fred Morrow Fling (1860–1934). A practitioner of “scientific history,” Fling believed that the principal goal of history education was to teach the historical method through the analysis of primary sources. Unlike his contemporaries, who saw sources as useful for adding interest to lessons, Fling valued them for what they revealed about the nature of historical evidence. He designed a method for usin…
For Home, Country, and Race
‘Our History Syllabus Has Us Gasping’
This essay addresses recent criticisms of the teaching of history in Canadian schools by placing them in their historical context. It surveys history teaching since the early 1900s and argues that the current crisis that some commentators see in the teaching of history is the fifth such crisis to have occurred over the last one hundred years. All five crises made much the same point, shared many common features, and arose from fears for the futur…
Forum
Losing the Hearts and Minds, or How Clio Disappeared from Canadian Public Schools
VERY DIFFERENT IN TEMPER, purpose, and point of view, the three books under discussion (for I rather invoke them than review them below) converge around a seminal development: Canadian history, as taught in the schools, has changed drastically since the 1960s, and in ways disturbing to more than one side in the country's ongoing culture wars. On the one hand, J.L. Granatstein's Who Killed Canadian History? is the latest offering from a prolific a…
Winnipeg, 1919
English University Adult Education 1908-1958
Fools and Wise Men
Creating the “International Mind”
After the First World War, the League of Nations, through its International Committee on Intellectual Cooperation, attempted to reshape the teaching of history in its member states. The League's supporters realized that its long-term success depended in part on supportive public opinion and that this, in turn, had implications for education. Aware of the strength of national loyalties, the League sought not to abolish the teaching of national his…
Fools and Wise Men
Fred Morrow Fling and the Source-Method of Teaching History
This article examines the educational ideas of Fred Morrow Fling (1860–1934). A practitioner of “scientific history,” Fling believed that the principal goal of history education was to teach the historical method through the analysis of primary sources. Unlike his contemporaries, who saw sources as useful for adding interest to lessons, Fling valued them for what they revealed about the nature of historical evidence. He designed a method for usin…
For Home, Country, and Race
Fools and Wise Men
English University Adult Education 1908-1958
Winnipeg, 1919
Losing the Hearts and Minds, or How Clio Disappeared from Canadian Public Schools
VERY DIFFERENT IN TEMPER, purpose, and point of view, the three books under discussion (for I rather invoke them than review them below) converge around a seminal development: Canadian history, as taught in the schools, has changed drastically since the 1960s, and in ways disturbing to more than one side in the country's ongoing culture wars. On the one hand, J.L. Granatstein's Who Killed Canadian History? is the latest offering from a prolific a…
‘Our History Syllabus Has Us Gasping’
This essay addresses recent criticisms of the teaching of history in Canadian schools by placing them in their historical context. It surveys history teaching since the early 1900s and argues that the current crisis that some commentators see in the teaching of history is the fifth such crisis to have occurred over the last one hundred years. All five crises made much the same point, shared many common features, and arose from fears for the futur…
Forum
For Home, Country, and Race
Fred Morrow Fling and the Source-Method of Teaching History
This article examines the educational ideas of Fred Morrow Fling (1860–1934). A practitioner of “scientific history,” Fling believed that the principal goal of history education was to teach the historical method through the analysis of primary sources. Unlike his contemporaries, who saw sources as useful for adding interest to lessons, Fling valued them for what they revealed about the nature of historical evidence. He designed a method for usin…
A History Teacher Looks Back
Ken Osborne looks back on his career as a history teacher and teacher of history teachers, exploring what first drew him to the study of history, why he thinks history matters, why he decided to teach it, and how he became involved in issues surrounding the teaching of history. Along the way he also comments on the emergence of history education as a distinct field of study and research
Creating the “International Mind”
After the First World War, the League of Nations, through its International Committee on Intellectual Cooperation, attempted to reshape the teaching of history in its member states. The League's supporters realized that its long-term success depended in part on supportive public opinion and that this, in turn, had implications for education. Aware of the strength of national loyalties, the League sought not to abolish the teaching of national his…
Political science (7 works) · Sociology (7 works) · Educator Training and Historical Pedagogy (5 works) · Law (5 works) · History (4 works) · Law (4 works) · Canadian Identity and History (3 works) · Politics (3 works) · Computer Science (2 works) · Education Systems and Policy (2 works)