The Past Is Not a Foreign Country: The Historical Education of Policy

2008 ◽  
pp. 9-23
Author(s):  
Paula S. Fass
Author(s):  
Donald Bloxham

Against majority opinion within his profession, Donald Bloxham argues that it is legitimate, often unavoidable, and frequently important for historians to make value judgements about the past. History and Morality draws on a wide range of historical examples, and its author’s insights as a practising historian. Examining concepts like impartiality, neutrality, contextualization, and the use and abuse of the idea of the past as a foreign country, Bloxham’s book investigates how the discipline has got to the point where what is preached can be so inconsistent with what is practised. It illuminates how far tacit moral judgements infuse works of history, and how strange those histories would look if the judgements were removed. Bloxham argues that rather than trying to eradicate all judgemental elements from their work historians need to think more consistently about how, and with what justification, they make the judgements that they do. The importance of all this lies not just in the responsibilities that historians bear towards the past—responsibilities to take historical actors on those actors’ own terms and to portray the impact of those actors’ deeds—but also in the role of history as a source of identity, pride, and shame in the present. The account of moral thought in History and Morality has ramifications far beyond the activities of vocational historians.


2017 ◽  
Vol 5 (3) ◽  
pp. 201-214 ◽  
Author(s):  
Alexander B. Murphy ◽  
Michael Heffernan ◽  
Marie Price ◽  
David C. Harvey ◽  
Dydia DeLyser ◽  
...  
Keyword(s):  

Radiography ◽  
2010 ◽  
Vol 16 (3) ◽  
pp. 169-170 ◽  
Author(s):  
Richard Price
Keyword(s):  

Author(s):  
Jerremie V. Clyde ◽  
Glenn R. Wilkinson

This chapter explores the limits of simulations for university-level historical education. The authors develop an alternative gamic mode more fit for purpose by focusing on epistemology and procedural rhetoric. This chapter will start by examining how history functions as a form of disciplinary knowledge and how this disciplinary way of knowing things is taught at the post-secondary level. The manner in which history is taught will be contrasted with its evaluation in order to better define what students are actually expected to learn. The simulation will be then examined in the light of learning goals and evaluation. This will demonstrate that simulations are in fact a poor fit for most post-secondary history courses. The more appropriate and effective choice is to construct the past via procedural rhetoric, using games that mirror the structure of the historical argument.


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