Constructing the Syllabus: Devising a Framework for Helping Students Learn to Think like Historians.
2007; Society for History Education; Volume: 40; Issue: 2 Linguagem: Inglês
ISSN
1945-2292
Autores Tópico(s)Educator Training and Historical Pedagogy
ResumoIN HIS FASCINATING PORTRAIT of college life, Alma Mater: A College Homecoming, P. F. Kluge quotes a professor who says of teaching and its effect on students: Sure, teaching is method and information, but it's something else, a gift, an enrichment of your life, a transformation that you spend the rest of your life discovering....[You continue to learn that what students] got from [their mentor] wasn't mainly stuff he said in class about Moby-Dick. was a posture about books and living, new categories, relations to larger realities and questions. In a similar vein, writer and literature professor Jay Parini writes: It is much safer to rely on [teaching] 'content,' to believe that if students have studied a certain sequence of texts...that they have somehow moved closer to being educated. In truth, it is having a stance toward this material, a tone, a manner of address, that matters more. Exemplifying such an approach, Parini suggests, was the teaching of Robert Frost. Frost gave the class something they could take with them out into the world after they left college: an approach to reading and thinking that was radically skeptical.... He gave them a way of being in the world, too, that involved making endless connections, of drawing things into comparison.' While I have no illusions that I am able to achieve anything like these transformations in my own students, I also make no apologies for trying to effect those changes with each class and in every semester. These ideas The History Teacher Volume 40 Number 2 February 2007 C Society for History Education
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