‘How Good an Historian Shall I Be?’: R. G. Collingwood on education

Hughes‐Warrington, Marnie

doi:10.1080/0305498960220208

Cited by 5 publications

(5 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In northern and southern arid belts of low latitudes, the vegetation of Euramerica may not have formed a continuous cover, but may have grown mainly in oases and along sea-coasts (Chumakov and Zharkov, 2003). Thus if many trilete spores, gymnosperm taeniate disaccate pollen and the monosulcate pollen became extinct before the Early Triassic, then the new palynoflora of trilete spores and gymnosperm pollen (e.g., Ovalipollis, Triadispora, Staurosaccites, Stellapollenites, Partitisporites and Circumpolles) would not have become established until the Anisian (Warrington, 1996). Quite clearly, a few plants must have survived the Permian-Triassic crisis somewhere in the world.…”

Section: Chronostratigraphic Paleoclimatic Paleoecologic and Paleomentioning

confidence: 94%

“…It has resulted in lack of agreement about what constitutes reworked as opposed to in situ spores. Warrington (1996), for example, stated that Griesbachian assemblages of the Sverdrup basin reported by Utting (1994) were atypical because they lacked Densoisporites and Lundbladispora, but this is because Utting identified these taxa as Geminospora sp., and species of Grandispora, which he considered to be reworked from the Devonian.…”

Section: Synonomymentioning

confidence: 95%

See 1 more Smart Citation

Reworked Miospores in the Upper Paleozoic and Lower Triassic of the Northern Circum-Polar Area and Selected Localities

et al. 2004

View full text Add to dashboard Cite

Reworking of Devonian, Carboniferous and Permian palynomorphs into the Lower Triassic of western Canada, Yukon, the Canadian Arctic Archipelago and Alaska has been documented by a number of workers. The phenomenon occurs in other northern circumpolar localities, such as East Greenland and the Barents Sea, and was probably widespread. Examples are given from western and eastern Europe, Russia, the Middle East,

show abstract

Section: Chronostratigraphic Paleoclimatic Paleoecologic and Paleomentioning

confidence: 94%

Section: Synonomymentioning

confidence: 95%

Reworked Miospores in the Upper Paleozoic and Lower Triassic of the Northern Circum-Polar Area and Selected Localities

et al. 2004

View full text Add to dashboard Cite

show abstract

“…Within an interesting account of the ‘historical’ aspect of all schooling (cf. Hughes‐Warrington, ), Collingwood argues that the aim of education is self‐knowledge, understood as ‘knowledge of oneself as living in these activities’ (Collingwood, , p. 297). This resonates strongly with Heidegger's claim that understanding involves the disclosure of possibilities in an ongoing process of becoming (Heidegger, , p. 192).…”

Section: Implications For Understanding Learning and Enquiry‐based Lementioning

confidence: 99%

The Logical Priority of the Question: R. G. Collingwood, Philosophical Hermeneutics and Enquiry-Based Learning

Aldridge¹

2012

J. Philos. Educ.

View full text Add to dashboard Cite

The thesis that all learning has the character of enquiry is advanced and its implications are explored. R. G. Collingwood's account of ‘the logical priority of the question’ is explained and Hans‐Georg Gadamer's hermeneutical justification and development, particularly the rejection of the re‐enactment thesis, is discussed. Educators are encouraged to consider the following implications of the character of the question implied in all learning: (i) that it is a question that is constituted in the event rather than prepared or given in advance, and that this leads to a necessary tension between learning and the curriculum or scheme, (ii) that it is a question that concerns some subject matter or issue that is at stake for both the student and the object of study, which draws our attention to the ‘intentionality’ of learning, and (iii) that it is a question that operates on the level of being—students are ‘called into question’, and thus transformed, by the object of study.

show abstract

“…The Intervention Strategy was designed to provide the circumstances in which the students would actively engage with these sources to discuss the issues as an historian would and then to present the material in a role-play reconstruction as if they were examining the event 'from the inside'. This deliberately modelled a connectionist and reconstructionist approach to teaching, first developing a greater awareness of the importance of syntactic knowledge, and then encouraging creativity and empathetic imagination as underpinning factors in their understanding and presentation (for an analysis of Collingwood's principles of re-enactment see Hughes-Warrington, 2003). The Hexterian concept of the second record and Rogers's notion of the contextual frame of reference (also rationalised in the Vygotskian sense as scaffolding) were also significant in this strategy where the students could bring their own life-experience to the role-play and work with fellow students to ensure that the context was fully understood by their peers.…”

Section: The Boudicca Study Pack and Related Tasks And Rationalementioning

confidence: 99%

From Novice to Effective Teacher: A Study of Postgraduate Training and History Pedagogy

Guyver¹,

Nichol²

2004

History Education Research Journal

View full text Add to dashboard Cite

The question of what makes for effective initial professional development of teachers is both complex and contested. From 1992 in England there have been major changes to the pattern of initial teacher training [ITT], changes that have been centrally imposed with minimal or no consultation with the Higher Education Institutes' [HEI] teacher training community involved. The revolution has seen initial professional development move its locus from HEIs to schools and colleges, with a downgrading in both the role and status of HEIs in the process. The study reported below is a longitudinal one from 1996-2000 into the factors that affect the professional development of teachers of history to 7-11 year olds. Because of the disruption caused by changes in government policy towards both schools and HEIs the research adopted a case study approach, examining the career paths of 18 initial trainees within the context of developing their professionalism. The findings are accordingly tentative but suggest that professional development in terms of the teaching of history is a highly complex long-term process that has two dominant influences: the students' prior experience of both learning and being taught history and the Initial Teacher Training within the HEI. The paper examines within the ITT course the affect that an Intervention Strategy for the teaching of History had upon the student teachers. The conclusion is that where students have a well developed and syntactic understanding of the discipline prior to the course that the Intervention Strategy builds upon and complements, they are able to develop many of the features of proto-expert teachers of history. Where their prior experience of history as an academic discipline is limited, both the overall college course and the Intervention Strategy have a relatively superficial impact upon their development as teachers of history.

show abstract

‘How Good an Historian Shall I Be?’: R. G. Collingwood on education

Cited by 5 publications

References 5 publications

Reworked Miospores in the Upper Paleozoic and Lower Triassic of the Northern Circum-Polar Area and Selected Localities

Reworked Miospores in the Upper Paleozoic and Lower Triassic of the Northern Circum-Polar Area and Selected Localities

The Logical Priority of the Question: R. G. Collingwood, Philosophical Hermeneutics and Enquiry-Based Learning

From Novice to Effective Teacher: A Study of Postgraduate Training and History Pedagogy

Contact Info

Product

Resources

About