Dewey and the Historical Inquiry Process: Foundations of Modern History Pedagogy.
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| Title: | Dewey and the Historical Inquiry Process: Foundations of Modern History Pedagogy. |
|---|---|
| Authors: | Wall, Vince (AUTHOR), Bedford, Alison (AUTHOR), Redmond, Petrea (AUTHOR) |
| Source: | Education & Culture. 2025, Vol. 41 Issue 2, p5-31. 27p. |
| Subject Terms: | *History education, *Cultural relations, *Experiential learning, *Educational objectives, *Constructivism (Education), Historical analysis |
| Geographic Terms: | United Kingdom |
| People: | Dewey, John, 1859-1952 |
| Abstract: | This paper examines the foundations of modern history pedagogy through the lens of John Dewey's inquiry process, with particular attention paid to the transatlantic exchange of ideas between Britain and the United States and their subsequent influence on the wider anglophonic world. Despite the enormous intellectual influence of Dewey during the first half of the twentieth century, the study of history was in danger around the world by the late 1960s. His innovative contributions to learning found their way into the new history pedagogy of the 1970s and 1980s via Brunerian learning theory, the US Amherst Project, and the British Schools History Project. This article foregrounds the pivotal role that Deweyan approaches centered on inquiry, experience, and democratic purpose have played in shaping later global pedagogies for the teaching of history. In doing so, we trace the role of Deweyan ideas in the development of modern history pedagogy from the emergence of mass schooling during the late nineteenth century through to 1960. This article illuminates a pedagogical lineage that connects Deweyan thought to postwar educational innovations such as the Amherst Project and the British Schools Council History Project. It connects the work of John Dewey to British philosopher Paul Hirst and British history educators such as Mary Price, both of whom pioneered the move away from rote learning and toward historical inquiry, a shift which has occurred not only in Britain and the US, but in Australia, Canada, and around the globe. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Culture is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195121549 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Dewey and the Historical Inquiry Process: Foundations of Modern History Pedagogy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wall%2C+Vince%22">Wall, Vince</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bedford%2C+Alison%22">Bedford, Alison</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Redmond%2C+Petrea%22">Redmond, Petrea</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+%26+Culture%22">Education & Culture</searchLink>. 2025, Vol. 41 Issue 2, p5-31. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+relations%22">Cultural relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Historical+analysis%22">Historical analysis</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Dewey%2C+John%2C+1859-1952%22">Dewey, John, 1859-1952</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper examines the foundations of modern history pedagogy through the lens of John Dewey's inquiry process, with particular attention paid to the transatlantic exchange of ideas between Britain and the United States and their subsequent influence on the wider anglophonic world. Despite the enormous intellectual influence of Dewey during the first half of the twentieth century, the study of history was in danger around the world by the late 1960s. His innovative contributions to learning found their way into the new history pedagogy of the 1970s and 1980s via Brunerian learning theory, the US Amherst Project, and the British Schools History Project. This article foregrounds the pivotal role that Deweyan approaches centered on inquiry, experience, and democratic purpose have played in shaping later global pedagogies for the teaching of history. In doing so, we trace the role of Deweyan ideas in the development of modern history pedagogy from the emergence of mass schooling during the late nineteenth century through to 1960. This article illuminates a pedagogical lineage that connects Deweyan thought to postwar educational innovations such as the Amherst Project and the British Schools Council History Project. It connects the work of John Dewey to British philosopher Paul Hirst and British history educators such as Mary Price, both of whom pioneered the move away from rote learning and toward historical inquiry, a shift which has occurred not only in Britain and the US, but in Australia, Canada, and around the globe. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education & Culture is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195121549 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 5 Subjects: – SubjectFull: History education Type: general – SubjectFull: Cultural relations Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Educational objectives Type: general – SubjectFull: Constructivism (Education) Type: general – SubjectFull: Historical analysis Type: general – SubjectFull: United Kingdom Type: general – SubjectFull: Dewey, John, 1859-1952 Type: general Titles: – TitleFull: Dewey and the Historical Inquiry Process: Foundations of Modern History Pedagogy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wall, Vince – PersonEntity: Name: NameFull: Bedford, Alison – PersonEntity: Name: NameFull: Redmond, Petrea IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10854908 Numbering: – Type: volume Value: 41 – Type: issue Value: 2 Titles: – TitleFull: Education & Culture Type: main |
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