The Structure of Historical Inquiry
Bibliographic Data
| ID | 8856828 |
|---|---|
| Authors | Tyson Retz (0000-0003-1524-7965, The University of Melbourne, corresponding author) |
| Year | 2015 |
| Volume | 49 |
| Issue | 6 |
| Pages | 606-617 |
| Publication date | 2015-10-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2015.1101365 |
| OpenAlex | W2508445660 |
| Language | EN |
| Citations received | 6 |
| References cited | 26 |
History educators find themselves in the peculiar situation of wishing to introduce students to the history discipline while lacking a clear conception of the features intrinsic to historical inquiry across its various specialisations and subject matters. In affirming that no one methodological charter hangs in the corridors of academic history departments, we fail to provide an adequate justification for an education in history. The doctrine that history is an exercise in disciplined knowledge, a specific way of knowing, is weakened by disciplinary disquietude and dissimilitude. Three features impress themselves upon all who inquire into the past. In the learning and teaching of history, these three features assume a distinct structural shape. First, colligation consists in grouping the events and concepts to be studied according to their shared purposes. Second, historical distance, intimately tied up with tradition and collective memory, provides the means for identifying a past separate from the present to be studied in its own right. Third, reconstruction describes the process of supplying individual content to the general categories illuminated by the earlier stages. To work knowingly in this structure of historical inquiry offers no solutions to the problems of historical thinking, it is to work productively within these problems
Aesthetics · Charter · Comparative historical research · Discipline · Doctrine · Epistemology · Historical method · Historical Thinking · Pedagogy · Political science · Process (computing · Social science · Sociology · Subject (documents · Work (physics · Computer Science · Educator Training and Historical Pedagogy · History · Law · Oral History, Memory, Narrative Analysis · Philosophy · Philosophy, History, and Historiography
Political Turmoil Influencing Bilingual Education in the 1980s
The Roles of Historical Imagination in History Learning
Connecting disciplinary knowledge content and students’ lifeworld experience
The problem of teleological history education and the possibilities of a multispecies, multiscalar, and non-continuous history
Rethinking presentism in history education
On historical thinking and the history educational challenge
On the Problem of Empathy
Issues in Husserl’s Ideas II
The Process of Education
Experience and its Modes
Historical Thinking and Other Unnatural Acts
Principles of History Teaching
Theorizing Historical Consciousness
Explanation in History and the Teaching of History
Explanation in history and the teaching of history
Realms of Memory
A Moderate Hermeneutical Approach to Empathy in History Education
Principles of History Teaching
Studies in the Nature and Teaching of History
Explanation and Understanding
Rethinking Historical Distance
In Defence of Historicism
On History and Philosophers of History
The Didactics of History in West Germany
| Unique citing works | 6 |
|---|---|
| Citations per year | 1 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |