Products related to History:
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Learning Jazz : Jazz Education, History, and Public Pedagogy
Learning Jazz: Jazz Education, History, and Public Pedagogy addresses a debate that has consumed practitioners and advocates since the music's early days.Studies on jazz learning typically focus on one of two methods: institutional education or the kinds of informal mentoring relationships long associated with the tradition.Ken Prouty argues that this distinction works against a common identity for audiences and communities.Rather, what happens within the institution impacts—and is impacted by—events and practices outside institutional contexts. While formal institutions are well-defined in educational and civic contexts, informal institutions have profoundly influenced the development of jazz and its discourses.Drawing on historical case studies, Prouty details significant moments in jazz history. He examines the ways that early method books capitalized on a new commercial market, commandeering public expertise about the music.Chapters also discuss critic Paul Eduard Miller and his attempts to develop a jazz canon, as well as the disconnect between the spotlighted "great men" and the everyday realities of artists.Tackling race in jazz education, Prouty explores the intersections between identity and assessment; bandleaders Stan Kenton and Maynard Ferguson; public school segregation; Jazz at Lincoln Center; and more.He further examines jazz’s "public pedagogy," and the sometimes-difficult relationships between "jazz people" and the general public.Ultimately, Learning Jazz posits that there is room for both institutional and non-institutional forces in the educational realm of jazz.
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Food Information, Communication and Education : Eating Knowledge
Food Information, Communication and Education analyses the role of different media in producing and transforming knowledge about food. ‘Eating knowledge’, or knowledge about food and food practice, is a central theme of cooking classes, the daily press, school textbooks, social media, popular magazines and other media.In addition, a wide variety of actors have taken on the responsibility of informing and educating the public about food, including food producers, advertising agencies, celebrity chefs, teachers, food bloggers and government institutions. Featuring a range of European case studies, this interdisciplinary collection advances our understanding of the processes of mediatization, circulation and reception of knowledge relating to food within specific social environments.Topics covered include: popularized knowledge about food carried over from past to present; the construction of trustworthy knowledge in today’s food risk society; critical assessment of nutrition education initiatives for children; and political and ideological implications of food information policy and practice.
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The History of Information
A journey through the evolution of knowledge, communication, and information. The debut non-fiction book by best-selling author Chris Haughton. History, as it is often taught, is a list of kings and queens and treaties and events.It presents the what and when, but it rarely asks why. Why is it that we had kings and queens at all?Why then all of a sudden did we abandon them and shift to democracies?Why did the world’s religions rise around the same time?Why is society dominated by men?The answers all come down to the same thing: information.The striving to share information, and – at the same time – the striving to undermine it, explains so much of today's world and connects so many seemingly unconnected things: the rise of religions, states, science, democracy, the west, militarism, racism, fascism, consumerism, big tech, polarisation, and AI. This history of information is closely connected to the history of visual communication – and as these two are largely the same – it makes sense to tell this story visually: a history of graphics told through graphics.The History of Information, through a mix of timelines, graphics, and illustrations, clearly breaks down and explains each concept for children and adults alike. The History of Information includes:A beautiful look at the story of information; from the first languages and cave paintings, through to how we communicate and record information today. Content written and illustrated by world famous and multi-award winning author and illustrator, Chris Haughton. A global journey throughout history from the origination of language, how information has been passed on and recorded, and how this affected humanity.
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Information : A Short History
An essential guide to the ways information has shaped and been shaped by societiesThanks to recent advances, we now enjoy seemingly unlimited access to information.How did information become so central to our everyday lives?This book traces the global emergence of information practices and technologies across pivotal epochs and regions, providing invaluable historical perspectives on the ways information has shaped and been shaped by societies.Featuring the core articles from the ultimate reference book Information: A Historical Companion, this short history will appeal to anyone seeking to understand our modern mania for an informed existence.The book:Tells the story of information’s rise from the premodern era to today, exploring how diverse cultures have created, managed, and shared facts and knowledgeTakes readers from the medieval Islamic world to late imperial East Asia, and from early modern and modern Europe to contemporary North AmericaCovers a broad range of topics, such as networks, bureaucracy, publicity, propaganda, censorship, privacy, intellectual property, digitization, telecommunications, storage and search, and much moreIncludes a new introduction, suggested further readings, and a glossary of key termsBrings together an international team of experts, including Jeremy Adelman, Devin Fitzgerald, John-Paul Ghobrial, Lisa Gitelman, Randolph C.Head, Richard R. John, Elias Muhanna, Thomas S. Mullaney, Carla Nappi, Craig Robertson, Daniel Rosenberg, Will Slauter, and Heidi Tworek
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Can I also pursue a career in history research with a degree in history education?
Yes, you can pursue a career in history research with a degree in history education. While a degree in history education may focus more on teaching methods and curriculum development, it still provides a strong foundation in historical research and analysis. You may need to supplement your education with additional research experience or graduate studies to specialize in history research, but your background in history education can still be a valuable asset in this field. Many historians and researchers come from diverse educational backgrounds, so your degree in history education can certainly be a stepping stone towards a career in history research.
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What is prior knowledge in history studies?
Prior knowledge in history studies refers to the information and understanding that individuals already possess about a particular historical topic or period before engaging in further study. This prior knowledge can come from previous education, personal experiences, or cultural influences. It serves as a foundation upon which new information can be built, helping students make connections, analyze sources, and deepen their understanding of historical events and contexts. Effective history education often involves activating and building upon students' prior knowledge to enhance their learning experience.
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What is history education needed for?
History education is needed to provide individuals with a deeper understanding of the past, enabling them to make informed decisions in the present and future. It helps to develop critical thinking skills, empathy, and a sense of perspective by examining different historical events and their consequences. By learning about the mistakes and successes of the past, history education can also help prevent the repetition of past atrocities and promote a more just and equitable society.
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How can one review basic knowledge in history?
One can review basic knowledge in history by starting with a general overview of the subject, such as a timeline of key events or a summary of major historical periods. It is also helpful to focus on specific topics or themes within history, such as political movements, cultural developments, or economic changes. Utilizing resources like textbooks, online articles, documentaries, and educational websites can provide a comprehensive review of historical information. Additionally, engaging in discussions with others, creating flashcards, or taking practice quizzes can help reinforce and solidify one's understanding of historical concepts.
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The History of Knowledge
This Element provides a pedagogical overview of the history of knowledge, including its main currents, distinguishing ideas, and key concepts.However, it is not primarily a state-of-the-art overview but rather an argumentative contribution that seeks to push the field in a certain direction – towards studying knowledge in society and knowledge in people's lives.Hence, the history of knowledge envisioned by the authors is not a rebranding of the history of science and intellectual history, but rather a reinvigoration of social and cultural history.This implies that many different forms of knowledge should be objects of study.By drawing on ongoing research from all across the world dealing with different time periods and problems, the authors demonstrate that the history of knowledge can enrich our understanding of past societies.This title is also available as Open Access on Cambridge Core.
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Blended Learning Solutions in Higher Education : History, Theory and Practice
Blended Learning Solutions in Higher Education explores the origins, empirical foundations, and implementation of blended learning in colleges and universities.Since emerging as a third-way solution to traditional and virtual higher education models, blended learning has become a predominant learning modality in an era of rapid technological proliferation.Offering an alternative to longstanding yet flawed methodologies and assumptions about its validity, this book conceptualizes blended learning as a complex social practice mediated by knowledge, institutional rules, policies, and norms as well as material factors such as technology and physical spaces.The book’s original MIRACLE framework offers a research-grounded, highly practical guide to blended learning design, improvement, and long-term efficacy.From demystified history and heuristics to digitized platforms and course content to reimagined governance and regulations, these insights provide a thoughtful exemplar of blended learning’s challenges and affordances along with a firm basis for integrating face-to-face and online learning, teaching, and assessment innovatively and creatively.
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Philosophy of Education : Thinking and Learning Through History and Practice
Written for masters courses in which most students are already practicing teachers, this book is based on three structural principles. A grasp of the philosophy of education must deliver some familiarity with the high points of its history;The most general issues that a philosophy of education seeks to address concern the questions why, how, by or for whom, about what, where, and when education should be undertaken.The questions comprise the goals, methods, content, stakeholders, occasions, and locations of education.The philosophy of education is a normative enterprise that seeks to identify and justify general principles on the basis of which educational practitioners may answer such questions in their own policies and practices. A reliable approach to the philosophy of education has to be systematic.General educational principles are necessarily related to ideas about other matters to which individuals or whole societies subscribe.Specifically, they are related to ideas about reality generally, knowledge, human nature and experience, society, and the state.A systematic philosophy of education examines basic educational questions and principles in relation to these broader topics. The book is divided into two parts. Part I is historically oriented, and it consists of four chapters that introduce the reader to four of the most influential figures in the history of philosophical thinking about education: Plato, Jean-Jacques Rousseau, John Dewey, and Paolo Freire.Each chapter deals with one of the figures, and more specifically, with one text of each author: Plato’s Republic, Rousseau’s Emile, Dewey’s Democracy and Education, and Freire’s Pedagogy of the Oppressed.Education is the focus of each of these books, and in each case its author explores the basic philosophical questions related to education in a systematic way, which is to say by relating the discussions of education to broader analyses of reality, knowledge, philosophical anthropology, and socio-political matters. Each chapter guides the reader through the text, with an emphasis on the educational principles advanced and their relation to more general philosophical issues.There are three advantages for the reader having read these four chaptersShe will have a sense of the details of four of the most important texts in the history of Western philosophy of education;She will have a clearer idea of what it means to do a systematic philosophy of education, and what some of the historically available conceptual options are; andShe will be primed for the more direct approach to the relevant issues in Part II. Part II is an undertaking in the systematic philosophy of education that identifies and justifies general conceptions of reality, knowledge, society, and the state, and articulates educational principles that may be advanced in relation to them.There are three chapters in Part II. The first, Chapter 5 of the book, identifies the general educational problems that we would want a systematic philosophy of education to address.These concern the issues of goals, content, method, stakeholders, occasions, and locations, that the reader would have already encountered in Part I.Chapter 6 proposes and justifies responses to metaphysical and epistemological questions, and questions of human experience generally, that may plausibly underlie educational principles.It goes on to articulate the educational principles that are consistent with the general philosophical conceptions that have been proposed and for which some justification has been offered.The underlying philosophical tradition from which this analysis emerges is pragmatic naturalism, and so it has a certain Deweyan flavor.Chapter 7 follows the same structure, but with a focus on philosophical issues related to social and political questions, and on the educational principles that they suggest, in fact in some cases imply. The book’s Conclusion provides a brief overview and summary of the educational principles that seem most consistent with the philosophical analyses of the preceding two chapters.The point is not to offer the reader ideas with which she should agree, since in the best philosophical thinking disagreement is always possible.The point is to help the reader to understand what it is to do the philosophy of education, and to provide a model for her own thinking about basic educational questions. A reader who completes the book will have achieved several pedagogically and philosophically useful results:An exposure to some of the more profound moments in the history of philosophical thinking about education;The details of the systematic philosophy of education of Plato, Rousseau, Dewey, Freire, and the author;The analytic experience and background conceptual material that will enable her to think carefully and reflectively about educational principles, policies, and practices as they present themselves in her educational activities.
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Research in Economic History
In this 37th volume of Research in Economic History, editors Christopher Hanes and Susan Wolcott assemble a group of lead experts to showcase new historical data, analyses of historical questions, and an investigation of historians’ networks. The volume covers a wide range of ideas, beginning with an examination of the sharp decline in school attendance among white children in the Southern US after the Civil War, followed by a study on the fiscal administration of an experimental parliamentary subsidy on English knight’s fees and income from 1431.A third paper assembles new county-level, household-level, and individual-level data, including new complete-count IPUMS microdata databases of the 1830-1880 censuses, to evaluate different theories for the nineteenth-century American fertility decline. The volume then pivots to deal with the development of banking in the Crown of Aragon from the end of the 13th century through the establishment of money changers.Finally, the volume summarizes in detail the content of Pieter Stadnitski’s revolutionary 1787 report An Explanatory Message Concerning the Funds, analyzing its arguments with the context of Dutch archival materials including deeds, newspaper reports, and letters, as well as congressional records from American sources. This new volume presents fascinating new areas of enquiry and analysis for all scholars in the field of economic history, including economists, historians and demographers.
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How can I improve my knowledge of history?
To improve your knowledge of history, you can start by reading books, articles, and academic papers on various historical topics. Watching documentaries and historical films can also help you gain a better understanding of different time periods and events. Additionally, visiting museums, historical sites, and attending lectures or seminars can provide you with a more immersive learning experience. Engaging in discussions with historians, joining history-related clubs or groups, and participating in online forums can also help you expand your knowledge and gain new perspectives on historical events.
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Why is history education important in school?
History education is important in school because it provides students with a deeper understanding of the world around them. By learning about past events, students can gain insight into the causes and effects of historical events, as well as develop critical thinking and analytical skills. Additionally, studying history helps students to appreciate the diversity of human experiences and cultures, and to understand the complexities of the present by examining the past. Ultimately, history education helps students to become informed and engaged citizens who can contribute to a more just and equitable society.
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What is a degree in history education?
A degree in history education is a program that combines the study of history with coursework in education and teaching methods. Students in this program learn about historical events, cultures, and societies, as well as how to effectively teach this information to students at various grade levels. Graduates with a degree in history education are typically prepared to become history teachers in middle schools and high schools, helping students develop a deeper understanding and appreciation of the past. This degree also often includes opportunities for student teaching experiences in real classrooms to gain practical skills and knowledge.
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What are primary sources in history education?
Primary sources in history education are original documents or artifacts that were created during the time period being studied. These sources provide firsthand accounts or evidence of historical events, and can include letters, diaries, speeches, photographs, newspapers, and government records. By using primary sources, students can engage directly with the past and develop critical thinking skills as they analyze and interpret the material. This allows them to gain a deeper understanding of historical events and the perspectives of people who lived during those times.
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