This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book’s authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book’s chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.
In Homeschooling: The History and Philosophy of a Controversial Practice, James G. Dwyer and Shawn F. Peters examine homeschooling’s history, its methods, and the fundamental questions at the root of the heated debate over whether and how the state should oversee and regulate it. The authors trace the evolution of homeschooling and the law relating to it from before America’s founding to the present day. In the process they analyze the many arguments made for and against it, and set them in the context of larger questions about school and education. They then tackle the question of regulation, and they do so within a rigorous moral framework, one that is constructed from a clear-eyed assessment of what rights and duties children, parents, and the state each possess. Viewing the question through that lens allows Dwyer and Peters to even-handedly evaluate the competing arguments and ultimately generate policy prescriptions. Homeschooling is the definitive study of a vexed question, one that ultimately affects all citizens, regardless of their educational background.
History Education is a politically contested subject. It can be used to both promote xenophobia and to develop critical thinking, multiple perspectives, and tolerance. Accordingly, this book critically examines complex issues and constructivist approaches that make history relevant to students’ understanding of the modern world. As such, it has global appeal especially in North and South America, Canada, Europe and Asia. The book’s authors address the major challenges that History Education faces in an era of globalisation, digital revolution and international terror, nationalism and sectarian and religious conflict and warfare. Central to this volume are controversial issues, trauma, and questions of personal and national identity from a wide range of international settings and perspectives. The research in this book was undertaken by leading history educators from every continent. Their interdisciplinary research represents an important contribution to the teaching of social sciences, social psychology, civic education programmes, history and history education in schools, colleges and universities. The book offers new approaches to history educators at all levels. In addition, the chapters offer potential as required reading for students to both develop an international perspective and to compare and contrast their own situations with those that the book covers. Section I considers issues related to identity; how can history education promote social coherence in multicultural societies, in societies divided by sectarianism, or countries adapting to regime changes, whether Communist or Fascist, including, for example, South Africa, previously Communist countries of Eastern Europe, and previous dictatorships in South America and Western Europe. It discusses such questions as: How important is it that students learn the content of history through the processes of historical enquiry? What should that content be and who should decide it, educators or politicians? What is the role of textbooks and who should write and select them? Should history be taught as a discrete discipline or as part of a citizenship or social sciences curriculum? Sections II and III explore ways in which memory of sensitive issues related to the past, to war, or to massacres may be addressed. Are there new methodologies or approaches which make this possible? How can students understand situations involving intolerance and injustice?
Examining the history and intellectual activity of the medieval Svetambara Jain renunciant order, the Tapa Gaccha, this book focuses on the consolidation by the Tapa Gaccha from the thirteenth century of its identity as the leading Svetambara order. The author argues that this was variously effected by negotiating the primacy of lineage, the posthumous divinity of one of its leaders, the validity of styles of scriptural exegesis and customary practice and the status of non-Jains through the medium of chronicles and poetry and polemical engagement with other Jain orders and dissident elements within its own ranks. Drawing on largely unstudied primary sources, the author demonstrates how Tapa Gaccha writers created a sophisticated intellectual culture which was a vehicle for the maintenance of sectarian identity in the early modern period. The book explores issues which have been central to our understanding of many of the questions currently being asked about the development not just of Jainism but of South Asian religions in general, such as the manner in which authority is established in relation to texts, the relationship between scripture, commentary and tradition and tensions both between and within sects.
The Great Controversy is a work by Ellen G. White, a founder of the Seventh-day Adventist Church, considered a prophetess or messenger of God among Seventh-day Adventist members. The book tells about the ever-persistent controversy between the good and the bad, represented by the opposition of Christ and Satan and the forces of angels that accompany them.
Think more deeply and work more independently at A level History through a carefully thought-out enquiry approach from SHP. Enquiring History: It makes you think! The OFSTED report on school history suggests that the current generation of A Level students have been poorly served by exam-based textbooks which spoon-feed students while failing to enthuse them or develop deeper understandings of studying History The Schools History Project has risen to this challenge with a new series for the next generation. Enquiring History is SHP's fresh approach to Advanced Level History that aims: - To motivate and engage readers - To help readers think and gain independence as learners - To encourage enquiry, and deeper understanding of periods and the people of the past - To engage with current scholarship - To prepare A Level students for university Key features of each Student book - Clear compelling narrative - books are designed to be read cover to cover - Structured enquiries - that explore the core content and issues of each period - 'Insight' panels between enquiries provide context, overview, and extension - Full colour illustrations throughout The Crusades: Conflict and controversy 1095-1291 There has never been a more important time to study the Crusades. Religious conflict is a fact of life in the twenty-first century no less than it was in the medieval world. And yet the world of the Crusades is so different from ours that it takes a massive leap of imagination to make sense of these events. This book takes on that challenge: opening a window onto the 12th and 13th century worlds to understand what on earth was going on. It examines the Crusades themselves; the controversies surrounding them; and the past and current re-interpretations of the period. Web-based support includes - lesson planning tools and guidance for teachers available from the SHP website http://www.schoolshistoryproject.org.uk/Publishing/BooksSHP/BooksALvlEHS.html - eBooks for whole class teaching or individual student reading available from eBook retailers
The Antinomian controversy--a seventeenth-century theological crisis concerning salvation--was the first great intellectual crisis in the settlement of New England. Transcending the theological questions from which it arose, this symbolic controversy became a conflict between power and freedom of conscience. David D. Hall's thorough documentary history of this episode sheds important light on religion, society, and gender in early American history. This new edition of the 1968 volume, published now for the first time in paperback, includes an expanding bibliography and a new preface, treating in more detail the prime figures of Anne Hutchinson and her chief clerical supporter, John Cotton. Among the documents gathered here are transcripts of Anne Hutchinson's trial, several of Cotton's writings defending the Antinomian position, and John Winthrop's account of the controversy. Hall's increased focus on Hutchinson reveals the harshness and excesses with which the New England ministry tried to discredit her and reaffirms her place of prime importance in the history of American women.
Is history written by the victors? It should not be. Nor should it be based on opinions, but what do writers in the field tell us about the questions we are posing? We will not engage in conspiracy theory but facts to discuss these questions. We will look at everyone, from Pat Buchanan to the writings of Joseph Stalin, to answer the eight controversial questions of history. Did the Treaty of Versailles trigger German extremism? Did the British policy of appeasement toward Germany before WW2 help trigger the Cold War after WW2? Is isolationism a good policy or not? Why didn't Canada revolt in 1776 with the US? Could the takeover by the communists in Russia have been prevented? Did Mao want to fight the USA in the Korean War? Did FDR act out of racial animus with Japanese internment? Did Reagan accelerate or hinder the end of the Cold War? Indeed, in writing history, it constantly undergoes revision as new primary documents or new perspectives from secondary sources emerge, as the historians constantly write to this day. This new perspective, as the culture changes, informs us better. These questions concern the current world we live in for the rest of our lives. So this is not the final word on these questions Eight essays have four themes: war and peace, nationalism and imperialism, democracy and dictatorship, and impactful presidents and controversy.
In this book, Jay Nordlinger gives a history of what the subtitle calls “the most famous and controversial prize in the world.” The Nobel Peace Prize, like the other Nobel prizes, began in 1901. So we have a neat, sweeping history of the 20th century, and about a decade beyond. The Nobel prize involves a first world war, a second world war, a cold war, a terror war, and more. It contends with many of the key issues of modern times, and of life itself. It also presents a parade of interesting people—more than a hundred laureates, not a dullard in the bunch. Some of these laureates have been historic statesmen, such as Roosevelt (Teddy) and Mandela. Some have been heroes or saints, such as Martin Luther King and Mother Teresa. Some belong in other categories—where would you place Arafat? Controversies also swirl around the awards to Kissinger, Gorbachev, Gore, and Obama, to name just a handful. Probably no figure in this book is more interesting than a non-laureate: Alfred Nobel, the Swedish scientist and entrepreneur who started the prizes. The book also addresses “missing laureates,” people who did not win the peace prize but might have, or should have (Gandhi?). Peace, They Say is enlightening and enriching, and sometimes even fun. It has its opinions, but it also provides what is necessary for readers to form their own opinions. What is peace, anyway? All these people who have been crowned “champions of peace,” and the world’s foremost—should they have been? Such is the stuff this book is made on.
