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- Author: Shalini Dixit
- Publisher: Routledge Chapman & Hall
- ISBN-10: 1138342726
- ISBN-13: 9781138342729
- Format: 15.6 x 23.4 x 1 cm, hardcover
- Language: English
- SAVE -10% with code: EXTRA
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Description
This book delves into the psychology of teaching and learning History. It provides insight into the cognitive processes by which individuals imbibe history and the ways in which identity associations can shape our interpretation of histories. It assimilates concepts such as political scenario, curriculum, and pedagogy to give a holistic understanding of the processes involved in the learning of History. It discusses various themes such as the instrumentality of History in nation-building, psychological features and development of historical understanding (HU), and the marginalisation of community history. As a conclusion, it also provides suggestions on how teachers can reconcile with the developmental stages and multiple versions of History, while teaching openness and acceptance for diversity without compromising on nation-building commitments.
An important contribution, this volume will be indispensable for students and researchers of Education, History, Psychology, and Educational psychology. It will also be of interest to historians, teachers, and teacher educators.
EXTRA 10 % discount with code: EXTRA
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- Author: Shalini Dixit
- Publisher: Routledge Chapman & Hall
- ISBN-10: 1138342726
- ISBN-13: 9781138342729
- Format: 15.6 x 23.4 x 1 cm, hardcover
- Language: English English
This book delves into the psychology of teaching and learning History. It provides insight into the cognitive processes by which individuals imbibe history and the ways in which identity associations can shape our interpretation of histories. It assimilates concepts such as political scenario, curriculum, and pedagogy to give a holistic understanding of the processes involved in the learning of History. It discusses various themes such as the instrumentality of History in nation-building, psychological features and development of historical understanding (HU), and the marginalisation of community history. As a conclusion, it also provides suggestions on how teachers can reconcile with the developmental stages and multiple versions of History, while teaching openness and acceptance for diversity without compromising on nation-building commitments.
An important contribution, this volume will be indispensable for students and researchers of Education, History, Psychology, and Educational psychology. It will also be of interest to historians, teachers, and teacher educators.
Reviews