Original Research
Does it make sense to teach history through thinking skills?
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 60, No 1 | a617 |
DOI: https://doi.org/10.4102/koers.v60i1.617
| © 1995 Pieter van Veuren
| This work is licensed under CC Attribution 4.0
Submitted: 21 January 1995 | Published: 21 January 1995
Submitted: 21 January 1995 | Published: 21 January 1995
About the author(s)
Pieter van Veuren, Department of Philosophy Rand Afrikaans University Johannesburg, South AfricaFull Text:
PDF (270KB)Abstract
The post-modernist critique of modernist historiography raises the question whether it still makes sense to teach students of history those thinking skills which are associated with history as a form of knowledge. In this paper I argue that the post-modernist critique contains numerous untenable theses, and that it is one-sided in its rejection of the concepts of objectivity and rationality. On the basis of this evaluation of the post-modernist critique the conclusion is reached that (with certain qualifications) the teaching of a certain set of thinking skills to students of history is a justifiable pedagogical practice.
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