Taking the perspective of the other seriously? understanding historical argument

Bibliographic Data

ID5685852
AuthorsArthur Chapman (0000-0002-5727-0461)
Year2011
Issue42
Pages95-106
Publication date2011-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducar em Revista (JOURNAL)
Journal identifiersISSN: 0104-4060 • E-ISSN: 1984-0411
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/s0104-40602011000500007
OpenAlexW2138974270
SCIELO_PIDS0104-40602011000500007
LanguageEN
Citations received16
References cited1

This paper discusses the nature of argument and its role and importance in historical learning. The paper describes pedagogic strategies developed to help school pupils understand what argument is, model how arguments work and think about how arguments can be evaluated. These strategies are explained as generic critical thinking strategies and the article then demonstrates how these strategies can be applied in history education contexts. The strategies that the article describes aim to make the logical relationships that are embodied in arguments clear to students through the use of analogies and active learning strategies that seek, first, to enable students to represent logical relationships in concrete ways and, second, to help students manipulate and explore these relationships

Argument (complex analysis · Embodied cognition · Epistemology · Logical analysis · Logical conjunction · Logical reasoning · Perspective (graphical · Sociology · Computer Science · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Mathematics · Artificial Intelligence · Philosophy

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Open DOIOpen Access