{"product_id":"140396","title":"Historical imagination and historical education ","description":"\u003ccenter\u003e\u003cdiv style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/tmgdisk01.cafe24.com\/images\/vs\/4172\/sv\/WQtVOQh4FxlmX34vKSCE2N.png?v=1764955014\" style=\"max-width:100%;max-height:10px\"\u003e\u003c\/div\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\n\n\u003cdiv style=\"width:95%\"\u003e\n\n\u003cdiv style=\"text-align:center;font-size:30px;font-weight:bolder;line-height:1.6em\"\u003e Historical imagination and historical education \u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"border-bottom:1px;border-bottom-style:dotted;border-color:;padding-bottom:20px\"\u003e\u003ccenter\u003e\u003ctable align=\"center\" width=\"100%\"\u003e\u003ctbody style=\"border:0px\"\u003e\n\n\u003ctr\u003e\u003ctd align=\"center\" style=\"line-height:1.2em;text-align:center;font-size:18px;color:black;font-weight:bold;padding-bottom:20px;\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\u003ctr\u003e\u003ctd style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/image.yes24.com\/goods\/139892494\/XL\" style=\"max-width:100%;height:auto\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\n\u003c\/tbody\u003e\u003c\/table\u003e\u003c\/center\u003e\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;{split_style6}padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e Description \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;word-break:break-all;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eBook Introduction\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\u003cdiv\u003e \u003cb\u003eImagination, a way of thinking essential to understanding history\u003cbr\u003e How should it be utilized in history education?\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e Traditionally, the issue of imagination has been ignored or neglected in curriculum education.\u003cbr\u003e Education emphasized developing students' logical analysis and rational reasoning skills.\u003cbr\u003e In doing so, thinking has been dichotomously divided into rational and irrational thinking, and imagination has been considered a form of irrational thinking.\u003cbr\u003e Discussions about historical thinking have also tended to focus on analytical or critical thinking.\u003cbr\u003e However, in education, the critical and imaginative elements of thinking are not so clearly distinguished.\u003cbr\u003e When imagination is said to be a conscious act of drawing images in the mind, it can be a rational and intelligent mental function, not a wild fantasy or irrational thought.\u003cbr\u003e\u003cbr\u003e \u003cbr\u003eBecause history is a duality of both recreation and explanation, art and science, these two ways of thinking often complement each other.\u003cbr\u003e The fact that history has the character of recreation or art means that imagination is necessary for historical understanding.\u003cbr\u003e Understanding history requires more imagination than natural or social science.\u003cbr\u003e Historical imagination is not a purely creative act, but rather a necessary reconstruction of the past, used to reconstruct information that is not directly represented in the sources or to fill in gaps in the sources.\u003cbr\u003e This book examines theories of historical thought and imagination from this critical perspective, systematizes the concept and properties of historical imagination as a way of understanding history, and explores learning methods for experiencing historical imagination.\u003cbr\u003e\n\n\u003c\/div\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cul\u003e\u003cli\u003e You can preview some of the book's contents.\u003cbr\u003e \u003cspan\u003ePreview\u003c\/span\u003e\n\n\u003c\/li\u003e\u003c\/ul\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eindex\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Entering\u003cbr\u003e\u003cbr\u003e introduction\u003cbr\u003e 1.\u003cbr\u003e Raising an issue\u003cbr\u003e 2.\u003cbr\u003e Research trends\u003cbr\u003e 3.\u003cbr\u003e Book structure\u003cbr\u003e \u003cbr\u003e\u003cb\u003eChapter 1: Understanding History and Historical Imagination\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e 1.\u003cbr\u003e The nature of historical thinking\u003cbr\u003e 2.\u003cbr\u003e The logic of understanding history\u003cbr\u003e 3.\u003cbr\u003e The concept of historical imagination\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 2 Categories of Historical Imagination\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e 1.\u003cbr\u003e empathic understanding\u003cbr\u003e 2.\u003cbr\u003e structural imagination\u003cbr\u003e 3.\u003cbr\u003e historical judgment\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 3: Historical Narrative and Historical Imagination\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e 1.\u003cbr\u003e The concept and imagination of historical narrative\u003cbr\u003e 2.\u003cbr\u003e Imagination for narrative composition\u003cbr\u003e 3.\u003cbr\u003e Historical imagination for narrative expression\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 4: Historical Imagination and Historical Learning\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e 1.\u003cbr\u003e Historical imagination as a learning function\u003cbr\u003e 2.\u003cbr\u003e Cognitive Development and Historical Imagination\u003cbr\u003e 3.\u003cbr\u003e The development of historical imagination\u003cbr\u003e 4.\u003cbr\u003e Historical Imagination Patterns of Middle and High School Students\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 5: Historical Imagination-Based Historical Learning\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e 1.\u003cbr\u003e Role play\u003cbr\u003e 2.\u003cbr\u003e Imaginative exploration of feed\u003cbr\u003e 3.\u003cbr\u003e simulation game\u003cbr\u003e\u003cbr\u003e conclusion\u003cbr\u003e\u003cbr\u003e main\u003cbr\u003e References\u003cbr\u003e Search\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003ePublisher's Review\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e \u003cb\u003eImagination, a way of thinking essential to understanding history\u003cbr\u003e How should it be utilized in history education?\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e Traditionally, the issue of imagination has been ignored or neglected in curriculum education. \u003cbr\u003eEducation emphasized developing students' logical analysis and rational reasoning skills.\u003cbr\u003e In doing so, thinking has been dichotomously divided into rational and irrational thinking, and imagination has been considered a form of irrational thinking.\u003cbr\u003e Discussions about historical thinking have also tended to focus on analytical or critical thinking.\u003cbr\u003e However, in education, the critical and imaginative elements of thinking are not so clearly distinguished.\u003cbr\u003e When imagination is said to be a conscious act of drawing images in the mind, it can be a rational and intelligent mental function, not a wild fantasy or irrational thought.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e Because history is a duality of both recreation and explanation, art and science, these two ways of thinking often complement each other.\u003cbr\u003e The fact that history has the character of recreation or art means that imagination is necessary for historical understanding. \u003cbr\u003eUnderstanding history requires more imagination than natural or social science.\u003cbr\u003e Historical imagination is not a purely creative act, but rather a necessary reconstruction of the past, used to reconstruct information that is not directly represented in the sources or to fill in gaps in the sources.\u003cbr\u003e This book examines theories of historical thought and imagination from this critical perspective, systematizes the concept and properties of historical imagination as a way of understanding history, and explores learning methods for experiencing historical imagination.\u003cbr\u003e\u003cbr\u003e \u003cb\u003eWhat is historical imagination?\u003cbr\u003e How does it differ from imagination in other fields?\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e Until now, the concept of historical imagination has not been clearly defined.\u003cbr\u003e Most discussions of the concept of historical imagination present its characteristics by comparing it with imaginations in other fields rather than directly presenting its meaning.\u003cbr\u003e The nature of ‘historical imagination’ can be summarized in three points. \u003cbr\u003eFirst, it is not fiction, but a realistic imagination.\u003cbr\u003e Historical imagination is limited because it is based on facts.\u003cbr\u003e Second, it is an imagination within the context of the past, not a present-day perspective.\u003cbr\u003e The person who imagines is a person in the present, but the way he imagines is by inferring what people in the past thought.\u003cbr\u003e Third, imagination about historical texts.\u003cbr\u003e It is not about creating facts that do not appear in the sources or that are not what the sources say, but about extending one's thinking to meanings that the sources do not directly convey or that are not clear.\u003cbr\u003e\u003cbr\u003e This book attempts to gradually concretize historical imagination, which may seem vague but is an essential keyword for understanding history, through various discussions and to apply it to actual history education.\u003cbr\u003e To achieve this goal, the following questions are raised:\u003cbr\u003e \u003cbr\u003eFirst, what are the distinctive ways of thinking that distinguish history from other disciplines or subjects? What are the characteristics of historical imagination, one of the key modes of historical thinking?\u003cbr\u003e\u003cbr\u003e Second, what are the forms and properties of imagination that appear in historical research and history education? How should we categorize this historical imagination?\u003cbr\u003e\u003cbr\u003e Third, what are the imaginative elements inherent in history education? And how should imagination be structured in history education going forward?\u003cbr\u003e\u003cbr\u003e Fourth, how does historical imagination develop and what stages does it go through? What processes do students go through to reach imaginative understanding in their historical studies? And what types of historical imagination do students exhibit?\u003cbr\u003e Fifth, how should we structure history classes based on historical imagination, and what learning activities should students experience in these classes?\u003cbr\u003e\u003cbr\u003e \u003cb\u003eMain contents and structure\u003cbr\u003e\u003c\/b\u003e \u003cbr\u003eTo answer these questions, this book first explains the concept and nature of historical thinking, as well as its historical logic.\u003cbr\u003e We have organized the concept, structure, and form of historical imagination as a characteristic way of historical thinking and examined how this historical imagination enters historical narratives.\u003cbr\u003e Based on this, we proposed a method of learning history and a teaching procedure that incorporates historical imagination.\u003cbr\u003e\u003cbr\u003e Chapter 1, “Understanding History and Historical Imagination,” deals with the concept of historical imagination.\u003cbr\u003e The concept and nature of historical imagination were revealed through the differences between historical imagination and imagination commonly mentioned in society or imagination in other academic fields.\u003cbr\u003e And the logic of understanding history, which can be seen as a characteristic way of historical thinking, was explored based on the theories of Dilthey, Collingwood, and Drey.\u003cbr\u003e\u003cbr\u003e \u003cbr\u003eChapter 2, “Categories of Historical Imagination,” literally organizes the categories of historical imagination.\u003cbr\u003e Historical thinking refers to a category of thinking that has common properties.\u003cbr\u003e Therefore, we can classify the thoughts corresponding to historical imagination according to their characteristics.\u003cbr\u003e In this chapter, the categories of historical imagination are divided into empathic understanding, structural imagination, and historical judgment.\u003cbr\u003e And we specified the historical imagination concepts and thought properties of each category.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e In Chapter 3, “Historical Narrative and Historical Imagination,” I attempted to clarify the nature of historical imagination by comparing it with the imagination of literature or art.\u003cbr\u003e Since historical imagination is based on the humanistic nature of history, the closest thing to it is the imagination of writers and artists.\u003cbr\u003e The basic method of historical perception and description is narrative. \u003cbr\u003eBy examining what historical narratives share and what differences they have between them and narratives in literature or art, we can clarify the nature of historical imagination.\u003cbr\u003e This is also a comparison between the imagination of the historian and the imagination of the writer.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e Chapter 4, “Historical Imagination and Historical Learning,” analyzes how historical imagination is actually applied to school history education.\u003cbr\u003e To this end, we analyzed the elements of imagination as a curriculum objective and classification of educational objectives, and examined how much it reflected the nature of historical imagination.\u003cbr\u003e Next, we established the stages of historical empathy and structural imagination based on developmental theory, and confirmed the historical imagination of domestic middle and high school students through actual research.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e Chapter 5, “Historical Learning Based on Historical Imagination,” presents a teaching method that provides an experience of historical imagination. \u003cbr\u003eRole-playing, imaginative exploration of materials, and simulation games.\u003cbr\u003e Students experience empathic understanding in role-playing, structural imagination in imaginative exploration of data, and both empathic understanding and structural imagination in simulation games.\u003cbr\u003e This chapter explores the direction of these classes and provides specific lesson plans. \u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e GOODS SPECIFICS \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eDate of issue:\u003c\/strong\u003e December 14, 2024\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003ePage count, weight, size:\u003c\/strong\u003e 448 pages | 152*225*30mm\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN13:\u003c\/strong\u003e 9791194263180\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN10:\u003c\/strong\u003e 1194263186 \u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cspan\u003e\u003c\/span\u003e\n\n\u003c\/center\u003e\n\n\n\u003c\/center\u003e","brand":"LIBRAIRIE COREENNE","offers":[{"title":"Default Title","offer_id":43894316498986,"sku":"140396","price":38.0,"currency_code":"EUR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0683\/2750\/5962\/files\/0e8c7c93dcd9284d83ef3671c6254eb1.jpg?v=1765431079","url":"https:\/\/librairie.coreenne.fr\/en\/products\/140396","provider":"LIBRAIRIE COREENNE","version":"1.0","type":"link"}