Originally published in 1967, this book is aimed at the student teacher and discusses the philosophy of history and the effective learning of it. It discusses the UK secondary school history syllabus, with a particular emphasis on whether contemporary history is of more relevance to pupils than traditional history. There is a specific chapter on the problems of value-judgements in history and history teaching. From a psychological point of view, the book examines the problems of concept formation, the uses and dangers of analogy and the question of imagination and inference in child and adolescent thinking.
Table of Contents
1.History and Sociology: What History Is and What It Ought to Be S. W. F. Holloway 2. The Covering Law Theory of Historical Explanation L. R. Perry 3. Laws, Generalizations and the History Teacher W. H. Burston 4. Colligatory Concepts in History W. H. Walsh 5. Colligation and History Teaching D. Thompson 6. The Nature and Teachimng of Contemporary History W. H. Burston 7. Moral Judgments in History and History Teaching Ann Low-Beer 8. Some Problems in the Psychology of History Teaching: i) Historical Ideas and Concepts E. A. Peel 9. Some Problems in the Pscychology of History Teaching: ii) The Pupil’s Thinking and Inference E. A. Peel