Fred Morrow Fling and the Source-Method of Teaching History

Bibliographic Data

ID11070832
AuthorsKen Osborne (University of Manitoba, corresponding author)
Year2003
Volume31
Issue4
Pages466-501
Publication date2003-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.2003.10473234
OpenAlexW1964005975
LanguageEN
Citations received5
References cited31

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 using sources in the classroom and earned a national reputation as a champion of the source-method. This article examines his method in the context of his theories of education and history and explores the reasons for his eventual failure

Champion · Context (archaeology · Epistemology · Historical method · Mathematics education · Pedagogy · Political science · Principal (computer security · Progressive Education · Reputation · Social science · Sociology · Teaching method · Computer Science · Educator Training and Historical Pedagogy · History · Law · Philosophy · Philosophy, History, and Historiography · Psychology

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