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What are the distinctive characteristics of the discipline of history? How do we teach those characteristics effectively, and what benefits do they offer students? How can history instructors engage an increasingly diverse student body? Teaching History in Higher Education offers instructors an innovative and coherent approach to their discipline, addressing the specific advantages that studying history can bring. Edward Ross Dickinson examines the evolution of methods and concepts in the discipline over the past two hundred years, showing how instructors can harness its complexity to aid the intellectual engagement of their students. This book explores the potential of history to teach us how to ask questions in unique and powerful ways, and how to pursue answers that are open and generative. Building on a coherent ethical foundation for the discipline, Teaching History in Higher Education presents a range of concrete techniques for making history instruction fruitful for students and teachers alike.
List of contents
Introduction; 1. What Is History Like?; 2. What Do Historians Do?; 3. What Kinds of Stories Do Historians Tell?; 4. What Kinds of Problems Do Historians Solve?; 5. What does History Teach Us?; 6. Principles and Guidelines for Teaching History; Bibliography; Index.
About the author
Edward Ross Dickinson is Professor of History at the University of California, Davis, and an historian of modern Europe and the world. He is author of The World in the Long Twentieth Century (2018), Dancing in the Blood: Modern Dance and European Culture on the Eve of the First World War (Cambridge, 2017), and Sex Freedom and Power in Imperial Germany (Cambridge, 2014).
Summary
What are the challenges of teaching history? How can history instructors engage an increasingly diverse student body? And how can we help to make the teaching of history more meaningful? Edward Ross Dickinson offers a new approach to the discipline, and demonstrates the benefits that studying history can bring.
Foreword
Examines the unique challenges of teaching history, and offers a new and more coherent approach to the discipline.
