Battlegrounds

for most children; but these beliefs have also been nourished by the long flight from curriculum boundaries that was made practicable by the events of 1926 described at the beginning of this article. The integrated project, or theme, which in various guises has been the practical face of the official ideology of progressive primary education for the last half century, was encouraged by the Plowden Committee in 1967. Here the 'difficulties' of history could be evaded either by telling children stories of 'Odysseus, Beowulf . . . Roland . . . Robin Hood' 'children are interested in history because they are interested in stories' or by combining history with geography, environmental studies, and perhaps other areas of the curriculum in an integrated approach to a theme. '3This method of organizing historical knowledge for transmission to children has relegated it to the position of being an aspect of a topic; it is the kind of 'attention to the past' that Her Majesty's Inspectors were commenting on. The set of educational theories that has allowed this development is an official ideology of learning and teaching, one that has been recommended by a local and central inspectorate for half a century past, that is imparted to teachers in training and that is enshrined in text books and various government reports, particularly in that quintessence of late 1960s progressivism, the Plowden Report. This last document offers a powerful and enduring image of a classroom, an ideal-type to

Astronomy · Physics · Primary (astronomy) · Educator Training and Historical Pedagogy · History

• A history of the right

  Keith Crawford•British Journal of Educational…•1995

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• The Learning of History

  David G Watts•Learning of History•2016

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