This is the first of four blog posts originally posted on THEN/HiER’s Teaching the Past blog reviewing the edited collection New Possibilities for the Past: Shaping History Education in Canada (UBC Press) and responding to the question: “Is our conception of history education “evolving” or is today’s focus simply a historical trend once again in vogue?”
In “What It Means to Think Historically,” chapter 5 of New Possibilities for the Past, Stéphane Lévesque suggests that although historical thinking is not a recent idea, it has, until recently, been marginalized in favour of a more dominant, content-driven approach to history education. What makes it new now, is the shift on students learning to do history like historians rather than simply absorbing content by memorizing facts. But this still raises the question: Is this current focus on historical thinking in history education a trend, or an example of history education becoming qualitatively more sophisticated? Continue reading







