Between reproducing and organizing the past: Students' beliefs about the standards of acceptability of historical knowledge

Understanding History: Recent Research in History Education

Volumn 4, Issue , 2005, Pages 91-106

  Mansilla, Veronica Boix ^a  

^a HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84906122844     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203340929     Document Type: Chapter

References (16)

1. Lee, P. and Ashby, R., 'Progression in Historical Understanding among Students Ages 7-14', in P.N.Stearns, P.Seixas, S.Wineburg (eds), Knowing Teaching and Learning History (New York: New York University Press, 2000).
2. Shemilt, D. History 13-16: Evaluation Study (Edinburgh: Holmes McDougall, 1980). In the UK, this disciplinary-based approach has a long tradition in educational research and practice. In the US, the National Standards for History Education have represented a controversial attempt to re-orient history education in a more disciplined sense.
3. P.N.Stearns, P.Seixas, S.Wineburg (eds), Knowing Teaching and Learning History Seixas, P., 'Schweigen! die kinder', in p. 24;
4. Gardner, H., The Unschooled Mind (New York: Basic Books, 1991);
5. Gardner, H. and Boix Mansilla, V. 'Understanding in the Disciplines and Beyond', Teachers' College Record, 96, 2 (1994);
6. Gardner, H., The Disciplined Mind (New York: Simon and Shuster, 1999);
7. Wineburg, S., 'Historical Thinking and Other Unnatural Acts', Phi Delta Kappan, 80 (1999), pp. 488-499.
8. The designs of the accounts were comparable to those developed by Peter Lee and Rosalyn Ashby. See, by these authors, 'Progression in Historical Understanding among Students Ages 7-14', in P.N.Stearns, P.Seixas and S.Wineburg (eds), Knowing Teaching and Learning History, p. 24.
9. Dawidowicz, L., The War Against the Jews, 1933-1945 (New York: Bantam Books, 1986);
10. Goldhagen, D., Hitler's Willing Executioners: Ordinary Germans and the Holocaust (New York: Knopf, 1996).
11. For a fuller analysis of the debate around competing explanations of the Holocaust, see also Marrus, M., The Holocaust in History (London: University Press of New England, 1987);
12. Meier, C.S., The Unmasterable Past: History, Holocaust and German National Identity (Cambridge: Harvard University Press, 1988).
13. Wiesel, E., Night (New York: Works, 1970).
14. Danto, A.C., Narration and Knowledge (New York: Columbia University Press, 1985).
15. Lorenz, C., 'Historical Knowledge and Historical Reality: A Plea for Internal Realism', in B.Fay, P.Pomper and R.T.Vann (eds), History and Theory: Contemporary Readings (Oxford: Blackwell, 1998).
16. For a fuller version of this study and a comparative analysis of students' epistemological beliefs in science and history, see Boix Mansilla, V., The Pursuit of Understanding: A Study of Exemplary High School Students' Conceptions of Knowledge Validation in Science and History' (Harvard Graduate School of Education, 2001).