ERIC Number: EJ1119464
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
What Remains of History? Historical Epistemology and Historical Understanding in Scotland's "Curriculum for Excellence"
Curriculum Journal, v27 n4 p500-517 2016
This paper critically examines the framing of historical knowledge in the primary and "broad general education" phases (ages 4-14) of Scotland's "Curriculum for Excellence". The paper focuses on curriculum documentation, particularly the curriculum's aims and "Experiences and Outcomes" and evaluates these in light of recent research on children's historical understanding. It is argued that the decision to frame historical understanding as "People, Past Events and Societies" within the context of a "social studies" curriculum area has been motivated by a misunderstanding of history's unique disciplinary identity. It is argued that history curricula must take account of the unique ontological and epistemological challenges posed by investigating the past and that by failing to do this, "Curriculum for Excellence" offers children in Scotland a problematic representation of what it means to study the past. The paper challenges the curriculum in both epistemic and pedagogical terms, before suggesting that a rigorous study of history as a discipline can make a valuable contribution to children's personal and social development.
Descriptors: Epistemology, History Instruction, National Curriculum, Foreign Countries, Outcomes of Education, Social Studies, Excellence in Education, Teaching Methods, Social Development, Individual Development, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A