History in Schools: An Indisciplined Discipline

This paper argues that a discipline taught in school is more than a mere reproduction of scientific knowledge. It investigates the relationship between scholarly and pedagogic knowledge from the end of the nineteenth century, when the teaching of history was tasked with participating in the construc...

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Bibliographic Details
Published in:Annales : histoire, sciences sociales (French ed.) sciences sociales (French ed.), 2015-01, Vol.70 (1), p.179-189
Main Author: De Cock, Laurence
Format: Article
Language:eng ; fre
Subjects:
Communes
Knowledge
Nineteenth Century
Schools
Scientific Knowledge
Teaching
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Summary:This paper argues that a discipline taught in school is more than a mere reproduction of scientific knowledge. It investigates the relationship between scholarly and pedagogic knowledge from the end of the nineteenth century, when the teaching of history was tasked with participating in the construction of a shared national culture. In fact, it is only by mobilizing tools from the social sciences that the complexity of history teaching can be understood. The repeated accusations directed at the teaching of history in schools thus reflect a poor and overused understanding of its nature and mission. Adapted from the source document.
ISSN:0395-2649
DOI:10.1353/ahs.2015.0125