Podcasts about historical thinking

This is another of our series of conversations on intellectual humility and historical thinking.  With me today is Joseph Manning. He is the William K. and Marilyn Milton Simpson Professor of Classics and History, Professor in the Yale School of the Environment, and Senior Research Scholar in Law.  Manning has a specialized historical focus on Hellenistic history, with particular focus on the legal and economic history of Ptolemaic Egypt. His research focus over the last ten years has concentrated on historical climate change and its impact on premodern societies more widely. He is the principal investigator of the US National Science foundation project:  “Volcanism, Hydrology and Social Conflict: Lessons from Hellenistic and Roman-Era Egypt and Mesopotamia.” He is also on the editorial boards of Studia Hellenistica (Leuven) and the Palgrave Studies in Ancient Economies. He has coedited several volumes, and is the author of numerous monographs, the most recent of which is The Open Sea: The Economic Life of the Ancient Mediterranean World from the Iron Age to the Rise of Rome (Princeton University Press, 2018), which was the subject of a conversation in Episode 164 of Historically Thinking. He is now at work on a major new work on historic climate change and its impact since the last Ice Age.

Today's guest is Mark Carnes, Professor of History at Barnard College. His academic speciality is modern American history and pedagogy. Among his many books are an edited volume, Meanings for Manhood: Constructions of Masculinity in Victorian America (University of Chicago Press, 1992), and Secret Ritual and Manhood in Victorian America (Yale University Press, 1989). An interest in how history appears in things other than histories led him to edit Past Imperfect: History According to the Movies, and Novel History: Historians and Novelists Confront America's Past (and Each Other)—both of which have a dazzlingly impressive array of contributors. In 1995 Mark Carnes pioneered a new pedagogy, a role-playing pedagogy—now known as Reacting to the Past— which placed students and their efforts to understand the past in the center of the classroom experience. He has written several games in the Reacting to the Past series, as well as Minds on Fire: How Role-Immersion Games Transform College, which he and I discussed way back in Episode 16. (I also discussed RTP in Episode 77 with historian Nick Proctor; and the philosophy of educational games with Kellian Adams in Episode 18.)  As is always the case with these conversations, and unlike more typical conversations on the podcast, we will be following a set format of questions…though we reserve the right to wander off the set path.

Today's guest in our series of conversations on intellectual humility and historical thinking is Leah Shopkow, Professor of History at Indiana University in Bloomington. She is a historian of the Middle Ages, specifically of medieval France, and she began her career by studying the history written by medieval chroniclers, which led to her book History and Community: Norman Historical Writing in the Eleventh and Twelfth Centuries. Since then she has also edited one of those historical texts, William of Andres' The Chronicle of Andres.  Interest in medieval historiography morphed, naturally or unnaturally depending on your point of view, into an interest in the pedagogy of history. She has written numerous articles on the topic, and was the founding co-director and the principal investigator of the History Learning Project at Indiana University. Most recently she has combined both of these interests in her book The Saint and the Count: A Case Study for Reading Like a Historian, which she and I discussed in Episode 203 of this podcast.   For Further Investigation For more on the moves–or dispositions–of historical thinking, go to our series on historical thinking.

In our latest in the series of conversations on intellectual humility and historical thinking, my interlocutor is Suzanne Marchand. She is Boyd Professor at Louisiana State University. Her interests are within the realm of European intellectual history, but she has ranged more widely than that. Her books include Down from Olympus: Archaeology and Philhellenism in Germany, 1750-1970 (Princeton, UP, 1996); German Orientalism in the Age of Empire: Race, Religion, and Scholarship (Cambridge UP, 2009); and Porcelain: A History from the Heart of Europe (Princeton UP, 2020), which was the subject of a conversation on this podcast in Episode 190. She has recently been writing a lot about the reception and interpretation of Herodotus from the Renaissance to the present, work which soon promises to become a book. As is always the case with these conversations, and unlike more typical conversations on the podcast, we will be following a set format of questions…though these might be shaken off, from time to time, by either myself or the guest.

This is the first of my interviews with historians touching on questions of intellectual humility and historical thinking. Today conversation is with Jonathan Zimmerman. He is the Judy and Howard Berkowitz Professor in Education and Professor of History of Education at the University of Pennsylvania. He received his PhD in 1993 from the Johns Hopkins University. His books have dealt with a variety of topics related to the history of education, including sex and alcohol education, history and religion in the curriculum, Americans who taught overseas, and historical memory in public schooling. Jonathan Zimmerman is also I think notable for the vareity of opinion pieces he has published across a range of American publications. Jonathan Zimmerman has been on Historically Thinking twice, in Episode 188, on the history of the apparently eternal inability of American college professors to teach, and in Episode 205, where we wondered (along with Eliot Cohen, another frequent guest) if there could ever be a civic history, a history for the common good. For Further Investigation Jonathan Zimmerman, The Amateur Hour: A History of College Teaching in America The Greater Good Science Center

Considering trying ungrading? Assigning the unessay? What helps, and what hinders student progress? Today's guest shares her own interrupted journey to her degree, and considers how different assignments and assessment methods helped her connect in the classroom. Today's article is: "The Benefits of Nontraditional Assessments for Historical Thinking ," by Haley Armogida, published in 2022 in Teaching History: A Journal of Methods (47)1. In it, Haley Armogida considers which types of assessments benefited her as a student, and why. You can read a pdf of the full article here or find it online in free open access. Our guest is: Haley Armogida, who was a nontraditional undergrad at Ball State University. She recently graduated with a History Bachelor's in Science. During her second go at academia from 2020 to 2022, she presented her work at such conferences as the Johns Hopkins Macksey Symposium for undergraduate research and the Student History Conference at Ball State. She was published in Teaching History: A Journal of Methods in an article which discussed the benefits of nontraditional forms of assessment in history classrooms, and hopes that her contributions to the field will be to make the study of history more accessible to people outside the realm of academia. She and her husband Nick (both Ball State alumni) and their dog Luna recently moved to Colorado, where she plans to start a podcast of her own, and search for the perfect grad program. Our host is: Dr. Christina Gessler, who is the producer and show-host of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell. Listeners to this episode may also be interested in: Assessment in the History Classroom, in Teaching History 44(2) Fall 2019 p. 51-56, by Richard Hughes and Natalie Mendoza Ungrading: Why Rating Students Undermines Learning and What to do Instead, by Susan D. Blum This episode on teaching digital history This conversation with Dr. Dunbar about reclaiming voices and recovering history This conversation about researching and writing a book, with Polly E. Bugros McLean This conversation about the role of artifacts and archives in the writing of Selling Anti-slavery Welcome to Academic Life, the podcast for your academic journey--and beyond! Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 175+ Academic Life episodes? You'll find them all archived here. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Considering trying ungrading? Assigning the unessay? What helps, and what hinders student progress? Today's guest shares her own interrupted journey to her degree, and considers how different assignments and assessment methods helped her connect in the classroom. Today's article is: "The Benefits of Nontraditional Assessments for Historical Thinking ," by Haley Armogida, published in 2022 in Teaching History: A Journal of Methods (47)1. In it, Haley Armogida considers which types of assessments benefited her as a student, and why. You can read a pdf of the full article here or find it online in free open access. Our guest is: Haley Armogida, who was a nontraditional undergrad at Ball State University. She recently graduated with a History Bachelor's in Science. During her second go at academia from 2020 to 2022, she presented her work at such conferences as the Johns Hopkins Macksey Symposium for undergraduate research and the Student History Conference at Ball State. She was published in Teaching History: A Journal of Methods in an article which discussed the benefits of nontraditional forms of assessment in history classrooms, and hopes that her contributions to the field will be to make the study of history more accessible to people outside the realm of academia. She and her husband Nick (both Ball State alumni) and their dog Luna recently moved to Colorado, where she plans to start a podcast of her own, and search for the perfect grad program. Our host is: Dr. Christina Gessler, who is the producer and show-host of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell. Listeners to this episode may also be interested in: Assessment in the History Classroom, in Teaching History 44(2) Fall 2019 p. 51-56, by Richard Hughes and Natalie Mendoza Ungrading: Why Rating Students Undermines Learning and What to do Instead, by Susan D. Blum This episode on teaching digital history This conversation with Dr. Dunbar about reclaiming voices and recovering history This conversation about researching and writing a book, with Polly E. Bugros McLean This conversation about the role of artifacts and archives in the writing of Selling Anti-slavery Welcome to Academic Life, the podcast for your academic journey--and beyond! Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 175+ Academic Life episodes? You'll find them all archived here. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/academic-life

Considering trying ungrading? Assigning the unessay? What helps, and what hinders student progress? Today's guest shares her own interrupted journey to her degree, and considers how different assignments and assessment methods helped her connect in the classroom. Today's article is: "The Benefits of Nontraditional Assessments for Historical Thinking ," by Haley Armogida, published in 2022 in Teaching History: A Journal of Methods (47)1. In it, Haley Armogida considers which types of assessments benefited her as a student, and why. You can read a pdf of the full article here or find it online in free open access. Our guest is: Haley Armogida, who was a nontraditional undergrad at Ball State University. She recently graduated with a History Bachelor's in Science. During her second go at academia from 2020 to 2022, she presented her work at such conferences as the Johns Hopkins Macksey Symposium for undergraduate research and the Student History Conference at Ball State. She was published in Teaching History: A Journal of Methods in an article which discussed the benefits of nontraditional forms of assessment in history classrooms, and hopes that her contributions to the field will be to make the study of history more accessible to people outside the realm of academia. She and her husband Nick (both Ball State alumni) and their dog Luna recently moved to Colorado, where she plans to start a podcast of her own, and search for the perfect grad program. Our host is: Dr. Christina Gessler, who is the producer and show-host of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell. Listeners to this episode may also be interested in: Assessment in the History Classroom, in Teaching History 44(2) Fall 2019 p. 51-56, by Richard Hughes and Natalie Mendoza Ungrading: Why Rating Students Undermines Learning and What to do Instead, by Susan D. Blum This episode on teaching digital history This conversation with Dr. Dunbar about reclaiming voices and recovering history This conversation about researching and writing a book, with Polly E. Bugros McLean This conversation about the role of artifacts and archives in the writing of Selling Anti-slavery Welcome to Academic Life, the podcast for your academic journey--and beyond! Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 175+ Academic Life episodes? You'll find them all archived here. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Considering trying ungrading? Assigning the unessay? What helps, and what hinders student progress? Today's guest shares her own interrupted journey to her degree, and considers how different assignments and assessment methods helped her connect in the classroom. Today's article is: "The Benefits of Nontraditional Assessments for Historical Thinking ," by Haley Armogida, published in 2022 in Teaching History: A Journal of Methods (47)1. In it, Haley Armogida considers which types of assessments benefited her as a student, and why. You can read a pdf of the full article here or find it online in free open access. Our guest is: Haley Armogida, who was a nontraditional undergrad at Ball State University. She recently graduated with a History Bachelor's in Science. During her second go at academia from 2020 to 2022, she presented her work at such conferences as the Johns Hopkins Macksey Symposium for undergraduate research and the Student History Conference at Ball State. She was published in Teaching History: A Journal of Methods in an article which discussed the benefits of nontraditional forms of assessment in history classrooms, and hopes that her contributions to the field will be to make the study of history more accessible to people outside the realm of academia. She and her husband Nick (both Ball State alumni) and their dog Luna recently moved to Colorado, where she plans to start a podcast of her own, and search for the perfect grad program. Our host is: Dr. Christina Gessler, who is the producer and show-host of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell. Listeners to this episode may also be interested in: Assessment in the History Classroom, in Teaching History 44(2) Fall 2019 p. 51-56, by Richard Hughes and Natalie Mendoza Ungrading: Why Rating Students Undermines Learning and What to do Instead, by Susan D. Blum This episode on teaching digital history This conversation with Dr. Dunbar about reclaiming voices and recovering history This conversation about researching and writing a book, with Polly E. Bugros McLean This conversation about the role of artifacts and archives in the writing of Selling Anti-slavery Welcome to Academic Life, the podcast for your academic journey--and beyond! Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 175+ Academic Life episodes? You'll find them all archived here. Learn more about your ad choices. Visit megaphone.fm/adchoices

Way back in April, I dropped the first two podcasts in what are intended to be a series on historical thinking and intellectual humility. They were designed to introduce the concept to an audience who had never really heard of "intellectual humility." The first was with philosopher Michael Patrick Lynch, on epistemology in the age of information, and the challenges of intellectual humility when confronting the “internet of us”. That was followed by a podcast with Igor Grossman, a social psychologist who has investigated the concept of intellectual humility as part of his research into how people make sense of the world around them through “their expectations, lay theories, meta-conditions [or] forecasts.” Today's podcast is a long delayed follow-up to those two earlier podcast, making an introductory trilogy to the series. I thought I should try and make the connection to intellectual humility from historical thinking to be as clear and explicit as I could. And who better to do that, the Lendol Calder, the man who first taught me about the concept of historical thinking, and from who I first heard that one of the benefits of historical thinking was intellectual humility. In the weeks to come, each Thursday I'm going to drop a conversation of about thirty minutes with a historian in which I ask them about how they became a historian, about what they have gotten right in their work, and about what they have gotten wrong–and how they learned to tell the difference. I think you'll find them interesting. But I'm also hopeful that social psychologists might find them a useful repository of. Information from which to theorize and conduct further studies on history and intellectual humility. Please let me know what you think of the series, and, better yet, if the concept of intellectual humility resonates with you, and why. Please send an email to alz@historicallythinking.org, and put “Intellectual Humility” in the subject line.    Transcript 00:01:11] Al: Today's podcast is a long delayed followup to those two earlier conversations, making a sort of introductory trilogy to a series on historical thinking and intellectual humility. I thought I should try and make the connection to intellectual humility from historical thinking to be as clear and explicit as I possibly could. And who better to do that than Lendol Calder, the man who first taught me about the concept of historical thinking., And from who I first heard that one of the benefits of historical thinking was intellectual humility. While I was interested in hearing how he had made that connection and how it worked, I began by asking him to review what historical thinking is, and where did the concept come from. [00:01:53] Lendol: Historians in the United States, in Canada, in Great Britain, [00:02:00] in the Netherlands, Germany, Australia and Sweden, all in the 1990s began turning their attention to the problems of historical pedagogy. And independently, these historians began groping towards The idea that we should refocus history education away from just content towards learning how historians think. [00:02:36] Lendol: This probably was influenced by Simultaneous investigations being made in social psychology. There's been an off and on again interest in learning how experts think and what defines expertise and historians picked up on that movement and began trying to define what it is [00:03:00] that makes historical thinking different from any other kind of thinking such as mathematical thinking or natural science thinking or poetic thinking. [00:03:12] Lendol: I always think, what makes this practice different from any other practice? It's like a stonemason thinking about, how am I being a stonemason? What am I doing? How am I, what are the practices I do to be a stonemason? It's inhabiting a craft, which you have to do in order to pass on a craft to to someone else, I think. [00:03:33] Lendol: Yeah, I'd say that's half of it.

If we believed in click bait, we would title this "one weird historical thinking trick to save your country." But it's not, so you get a boring but highly accurate title. For this is the first of special series of occasional episodes through the rest of 2023 that explore the connection between intellectual humility and historically thinking. Since the podcast began, we've made the claim that historical thinking “gives thinkers a knack for recognizing nonsense; and that it cultivates not only intellectual curiosity and rigor, but also intellectual humility.” But what exactly do we mean by intellectual humility? What is it? What's it for? Why should we want it? And how is it related to historical thinking? In the last decade there's been an explosion of interest in the concept of intellectual humility. One of the leaders in the field has been Michael Patrick Lynch. He's the Board of Trustees Distinguished Professor of Philosophy at the University of Connecticut, where he is also Director of the Humanities Institute. Lynch began his professional career as an epistemologist, writing books with titles like  The Nature of Truth, and Truth as One and Many. But  then In 2015, Lynch published what now seems like an even more prophetic and insightful book than it was at the time, The Internet of Us: Knowing More and Understanding Less in the Age of Big Data. In it he explored the philosophical implications of the rapid shift to a knowledge economy, and the cataracts of information available to us from the devices that we carry around in our pockets. He has since published Know-It All Society: Truth and Arrogance in American Political Culture, which is a title that seems almost too on-the-nose. For Further Investigation To find out more about historical thinking, go here; for an introduction, try Episode 39 Michael Lynch's TED talk on "How to see past your own perspective and find truth" Michael Lynch's "Conviction and Humility", the focus of the second half of the discussion, was a chapter in The Routledge Handbook of Philosophy of Humility Lynch's Exercise in Historical Reimagining–do the following without using information available on the internet. What is the capital of Bulgaria? Is a four-stroke outboard engine more efficient than a two-stroke? What is the phone number of my US representative? What is the best-reviewed restaurant in Austin, Texas, this week? Transcript Al: [00:00:00] This episode of historically thinking was made possible by a grant from the Greater Good Science Center at the University of California at Berkeley. To learn more, go to ggsc.berkeley.edu.  Welcome to Historically Thinking, a podcast about history and how to think about history. For more on this episode, go to historically thinking.org, where you can find links and readings related to today's podcast, comment on the conversation, and sign up for our newsletter. And consider becoming a member of the Historically Thinking Common Room, a community of Patreon supporters. Since this podcast began, we've made the claim that historical thinking gives thinkers a knack for recognizing nonsense. And that it cultivates not only intellectual curiosity and rigor, but also intellectual humility.  But what exactly do we mean by intellectual humility? What is it? What's it for? Why should we want it? And how is it related to historical thinking? In the last decade, there's been an [00:01:00] explosion of interest in research over the concept of intellectual humility. One of the leaders in the field has been Michael Patrick Lynch. He's the Board of trustees. Distinguished Professor of Philosophy at the University of Connecticut. where he is also director of the humanities Institute. Lynch began his professional career as an epistemologist, writing books with titles, like The Nature of Truth and truth as one and many. But then in 2015 Lynch published, what now seems, and even more prophetic,

Rod is a high school social studies teacher.

Rod is a high school social studies teacher.

Join Tasha as she explores the ways that historians look at the past. Throughout this episode, she will discuss how historians write history as well as how they evaluate and portray people in the past. When it comes to the way that a historian thinks, there's always a lot to be said. For more information on this episode including all resources and links discussed go to https://spoileralerthistory.com Hosted on Acast. See acast.com/privacy for more information.

Ever wonder how to get your students excited and interested in thinking? Well, you could set up a crime scene in your classroom. Or you could lie to them and then watch them unravel exactly how historical thinking is connected to understanding and evaluating the past. Join Tasha in this episode as she uncovers ways to engage your students in historical thinking without boring them to death and provides other teaching resources. For more information on this episode, including resources and links discussed visit https://spoileralerthistory.com Hosted on Acast. See acast.com/privacy for more information.

This is the third of our conversations on the skills of historical thinking, and this time the subject is sourcing. It’s a term invented by Sam Wineburg–patron saint of this podcast, whom you can listen to in Episode 100, also talking about sourcing–and it refers to the act of identifying sources, contextualizing and assessing documents for bias, reliability, relevance, and point of view. To paraphrase the title of one of Sam's books, sourcing is perhaps the most unnatural act of historical thinking, and it's one that teachers of history perhaps find the most difficult to teach. That's certainly the case for Leah Shopkow, Professor of History at Indiana University in Bloomington. The difference is that she decided to something about it, not just for herself, but for all those attempting to teach sourcing. This she has done in a new book The Saint and the Count: A Case Study for Reading Like a Historian. It’s an exciting book because it's really what I hope will be a new genre.  Simultaneously it's both a monograph on a medieval subject that should be of interest to any medieval historian, and a primer for undergraduates (and graduates; and even faculty) on the art of historical thinking. This is like finding a delicious candy bar that scares away bears, and helps you lose weight. (This week's image was suggested by Leah Shopkow; it's of a reliquary designed to contain a relic of St. Thomas Becket, and on its sides shows his murder. When you listen to the podcast you'll realize how appropriate this is.)

Thinking like a historian means describing, explaining, and weighing a complex series of factors within another culture and time; basically, analyzing the past. Join us as we talk about the six historical thinking skills you need to use to succeed on the AP® World History exam. Learn more about Barron's at www.barronseduc.com. AP® is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, this product.

In this episode learn what is keeping you stuck and stops you from taking action. Learn what it takes to move past it. If you need help with this, I also mention in this episode you can get on a Divorce Breakthrough Session with me by clicking here, and we will find out if my coaching and program are a fit for you. Are you in my free facebook group Thriving Community, Women Supporting Women Through Divorce? If not please join the tribe of amazing women right here.

We've just begun a unique experiment, creating a year long series devoted to explain what historical thinking is, why it's important, and how to do it. The series kicked off this week with a conversation I had with Daniel Willingham about "comprehension", the first necessary skill for historical thinking–without understanding what we read, it's very hard to think about the past. When we're done, there will be twelve monthly conversations, eleven devoted solely to one skill. (The twelfth, in case you're wondering, will wrap it up in a bow and put it by the tree, which is an apt metaphor because it will come in December.) Additionally there will be other conversations (most of them short ones, we hope) that you can find on the Historically Thinking website, three or more devoted to each of the skills. It will be we hope an unparalleled resource for students, teachers, and anyone who's interested in history. So it seems useful to moment to bring a golden oldie up out of the archives, a conversation with my friend Lendol Calder in which we discuss the skills of historical thinking. Note that the list could be shorter; it could be longer. But this is a list that he likes, and that I like, and it's what we're sticking with. As I wrote way back when this was the thirty-ninth episode of the podcast, there are few better to discuss history and how to think historically than Lendol Calder, my onetime colleague in Augustana College's department of history, and a recognized authority in the scholarship of teaching and learning. A Carnegie Scholar, and the 2010 Illinois Professor of the Year, Calder shares these insights with history teachers around the country. Today, we're delighted to have him share them with us. An eminent historian once wrote to me "Lendol Calder has done more than anybody else to teach us about what history teaching is, or should be." So give Calder a listen; he has a right to his opinion. For Further Investigation Lendol Calder, "But What is Our Story?" (teachinghistory.org) Sam Wineburg, "Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts." Cognitive Science, Volume 22, Issue 3, Pages 319-346. –Historical Thinking and Other Unnatural Acts: Charting the Future of the Teaching of the Past (Temple University Press, 2011. Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano, Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms Paperback (Teachers College Press, 2012).

When I used to grade historical essays, I would provide students with a rubric that I stole from Lendol Calder, and which allowed them to understand how they were being evaluated, and for what. The very first item on the rubric reads as follows: Comprehension:  What do the documents say/mean?  Accurately reconstructs the meaning of … Episode 196: Comprehending What We Read (Historical Thinking Series) Read More » The post Episode 196: Comprehending What We Read (Historical Thinking Series) first appeared on Historically Thinking.

A quick description of Thomas Kuhn's famous book, The Structure of Scientific Revolutions, and how I think it applies to historical thinking.

First an apology. This conversation was recorded in the lobby of a hotel, and at times you’ll get to listen in on other people’s conversations. It’s some of the worst audio ever on this podcast; I certainly hope we never have worse. But I thought the conversation important enough to preserve. That’s because my guest … Episode 114: Creative Historical Thinking, or, Thinking Outside the Box Read More » The post Episode 114: Creative Historical Thinking, or, Thinking Outside the Box first appeared on Historically Thinking.

First an apology. This conversation was recorded in the lobby of a hotel, and at times you’ll get to listen in on other people’s conversations. It’s some of the worst audio ever on this podcast; I certainly hope we never have worse. But I thought the conversation important enough to preserve. That’s because my guest […]

Welcome to a very special edition of the Ring of Fire Podcast this week, I am your host Sam Seder. That's right folks, we are breaking away from our normal radio format this week to bring you an uninterrupted show that we hope you'll enjoy. Joining us this week, Historian, Author, and Media Critic, Eric Alterman, will join me to discuss why history majors have declined in our university system, more than any other degree and why that is contributing to the decline historical thinking. And Michael Spies from The Trace, will join us to discuss his blockbuster piece explaining why turmoil at The National Rifle Association is coming from within.

Patrick FlynnHistory Teacher and Singer of the band Have Heart Fiddlehead Recorded March 14, 2019 Introduction by Luke Kelly and The Action Taken. What we talk about: We are in Pat’s Classroom, he teaches the following courses: AP World History Modern world History Holocaust and Human Behavior. Pat does not consider himself a musician. Why we decided to redo this episode: Have Heart sold out 4 shows around the world in 2 minutes when they first announced their reunion shows this summer. Interested attendees were bummed that they couldn’t get tickets and wondered why the band didn’t understand that they “were the biggest hardcore band ten years ago.” But there is large difference between memory and actual history.10/17/09 was large show for Have Heart, thousands of attendees. One month later, 9/14/09, Have Heart played to 8 attendees. What is the Historical interpretation of Have Heart versus the actual memory of the band? How would you actually analyze that. The memory of Have Heart may have been skewed versus the history of that band. HH spent a lot of time under the radar. Appreciation of History teaches you that change is interesting. History and Memory are step siblings. Playing in Bogota to thousands of people on a festival stage, but then playing the next day to no one.American Nightmare played 242 Main in Vermont in 2004. That was the only time I saw until 2011. My 16 year old self remembers it being a crazy show, but video footage on youtube reminded me that it wasn’t as insane as I remember. Have Heart was DIY. No management. Never asked Bridge 9 for a single dollar. Bridge 9 actually helped Pat Flynn through his graduated career in terms of finance when he was 28. Pat was literally living and sleeping in his car when he was studying at Columbia / during grad school, but it was all worth it as it helped Pat become a teacher. Anyone can be a teacher because there is always a need for teachers. However, not anyone can be a good teacher. To be a good teacher takes risk and trial and error. Discussion versus debate. Canadian Peter Seixas and Samuel Weinberg at Stanford changing the game in history education. There is a process for historical comparison. The skill of determining historical significance and the Haitian revolution of 1791. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Pastby Sam Wineburg. Primary versus Secondary sources. SSA: Single Source Analysis. PLATO IS PETES CAPTAIN Have Heart last show: “LIVE. LOVE. LEARN.” Was Pat a positive guy? “People who don’t study history are doomed to repeat it…and History repeats.” Not really true. Apathetic. The holocaust exhibit at the British Imperial war museum. Make eye contact. Time is not the past, it is also the future and it is also now. We need radical actors to initiate change, but radical action can become counter intuitive. Richard Flynn, the new Flynn on the way, and the ten years that have past. The song Bostons. Have Heart is only playing this summer and playing eight shows only. Pat only wants to do music if there is a pro

It seemed appropriate on the 100th episode to talk with the guest from our first episode, my friend and former colleage and co-writer Lendol Calder. And to make it even better, we’re joined by Sam Wineburg. When Wired magazine first began, on their masthead they listed Marshall McLuhan, the communication theorist, as the magazine’s “patron saint”. If McLuhan was patron saint to Wired, than Sam Wineburg is patron saint of Historically Thinking. In real life, Sam Wineburg is the Margaret Jacks Professor of Education and History at Stanford University. He is the author of Historical Thinking and Other Unnatural Acts, and most recently Why Learn History (When It’s Already on Your Phone), and we’ll be talking about that book—and a few other things. Why is Sam so great? Contemplate this quote, and hopefully realize why: In its deepest forms, historical thinking is neither a natural process nor something that springs automatically from psychological development. Its achievement goes against the grain of how we ordinarily think, one of the reasons why it is much easier to learn names, dates and stories than it is to change the fundamental mental structures we use to grasp the meaning of the past...Mature historical knowing teaches us to go beyond our own image, to go beyond our brief life, and to go beyond the fleeting moment in human history into which we've been born. History educates ("leads outward" in Latin) in the deepest sense. Of the subjects in the secular curriculum it does the best in teaching those virtues once reserved for theology–the virtue of humility, in the face of our limits to know; and the virtue of awe, in the face of the expanse of human history. - from Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Temple University Press (2001) And who is the lady reading above? Well, she's Homer's muse, according to the artist Jean-Baptiste-Camille Corot. I like to believe that she is Clio, the patron muse of historians, and therefore the muse of this podcast. For Further Investigation Sam Wineburg, Historical Thinking and Other Unnatural Acts –Why Learn History (When It's Already On Your Phone) The Stanford History Education Group Lendol Calder, "Uncoverage: Toward a Signature Pedagogy for the History Survey"  

Not Many of You Should Become Teachers,' is a podcast that explores the world of K-12 education as it intersects with Christian faith. In this episode we chat with Dave about his perspectives on Historical Thinking as Faith Formation. Music by Josh Woodward (www.joshwoodward.com).

In Episode 86, Michael chats with Bruce A. Lesh about his book "Why Wont You Just Tell Us the Answer?”: Teaching Historical Thinking in Grades 7 - 12. Bruce fields questions from participants in a book club study with #sschat. In this interview, Bruce discusses the benefits of historical thinking, teacher prep, assessments and how to make a good historical investigation.

Our conversation about how all history is revisionist and open to creativity with Michael Douma continues this week. Douma believes that a history classroom should not be about memorizing facts that a professor believes matter. It is more important to train people to think critically and creatively. Douma believes that history is always written from the perspective of the historian, describing it as, “a discussion without end”, meaning history is never completely solid or solved.What is the definition of creativity? How is history like a pencil? Is history all conspiracy? What is a history buff? What is a crack-pot?Further ReadingMichael J. Douma websiteCreative Historical Thinking, written by Michael J. DoumaWhat is Classical Liberal History?, written by Michael J. DoumaMusic by Kai EngelRelated ContentCreative Historical Thinking, with Michael Douma, Part One, Liberty Chronicles EpisodeWhat is the Importance of History, written by David BoazIs there a Purpose to History?, Free Thoughts EpisodeWhat is Classical Liberal History?, Liberty Chronicles Episode See acast.com/privacy for privacy and opt-out information.

Michael Douma joins us for the first part of a two-part series to discuss how we see the past as as an interpretative history. He argues that history is a creative discipline because we choose to arrange facts in a certain way.Douma goes through his new book, Creative Historical Thinking, and how he typically asks his students to draw a timeline of their lives or a timeline of American history. Quite often, each students’ timeline forms differently. Relating that to the study of the past, Douma argues that every timeline a historian draws, is a different interpretation of the past, creating history. Everyone has a different mental model or “timeline” in which they view their lives and that allows history to be a creative endeavor.Is the past simply what happened? With that in mind, is history our interpretation of the past? Is history how we give meaning to the past? What is the difference between an error in conception and an error in fact? If you had to drawl the timeline of your life how would you drawl it?Further Reading:Michael J. Douma websiteCreative Historical Thinking, written by Michael J. DoumaWhat is Classical Liberal History?, written by Michael J. DoumaMusic by Kai EngelRelated Content:What is the Importance of History, written by David BoazIs there a Purpose to History?, Free Thoughts EpisodeWhat is Classical Liberal History?, Liberty Chronicles Episode See acast.com/privacy for privacy and opt-out information.

We discuss historical thinking. Skills students use in history include sourcing, contextualizing, corroborating and close reading. History isn’t just memorization of facts, but developing critical thinking skills specific to the discipline. More info: Read more about historical thinking at the Stanford History Education Group. We referenced Elise Fillpot’s article (2012). Historical Thinking in the Third … Continue reading "Episode 2: Historical Thinking"

In Episode 60, Michael & Dan chat with Kevin Meuwissen about his recent Theory & Research in Social Studies article “Happy Professional Development at an Unhappy Time”: Learning to Teach for Historical Thinking in a High-Pressure Accountability Context.

Oct. 27, 2015. During this interactive session, participants learned how to use free online assessments designed by the Stanford History Education Group that incorporate documents from the Library of Congress's archives. Participants examined assessments, rubrics and sample student responses. For transcript, captions, and more information, visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=7206

Host John Fea and producer Drew Dyrli Hermeling talk about teaching historical thinking to K-12 students.  They discuss pedagogy, the Common Core, and the role of history in a STEM-focused educational climate. Their guest is Sam Wineburg, professor of education at Stanford University and author of Historical Thinking and Other Unnatural Acts.  Wineburg shares his impassioned opinions on history education. Learn more about your ad choices. Visit podcastchoices.com/adchoices

In August 1973, officers of the soviet secret police seized a draft typescript of the dissident writer Alexander Solzhenitsyn's Gulag Archipelago. On September 5 he gave instructions for it to be printed in Paris; and on December 28 it was announced to the world. This "experiment in literary investigation" (which could as easily have been called an experiment in historical investigation) had many consequences, among them Solzhenitsyn's arrest and expulsion from the Soviet Union in February 1974. In exile he continued to work on a different way of investigating the past—a series of novels, or one enormous novel, that Solzhhenitsyn called "the Red Wheel".   With Al Zambone this week to discuss Alezander Solzhenitsyn, his work, and particularly his views of memory and history, and repentance and collective guilt, is Daniel J. Mahoney, Professor of Political Science at Assumption College in Massachusetts, and author of several books and articles on Solzhenitsyn (which you can find below). They discuss Solzhenitsyn's tumultuous life, and what the Gulag Archipelago and "the Red Wheel" provide us in the way of a philosophy of history that emphasizes moral judgement.  This the first "request episode" of Historically Thinking, done according to the desire. It won't be the last! If you're interested in listening to a discussion with a certain historian, or about a particular book, join the Historically Thinking Facebook group and make a request...and start a conversation. For Further Reading Aleksandr Solzhenitsyn, August 1914: The Red Wheel—Knot I, translated by H.T. Willetts (New York: Farrar, Straus, and Giroux, 2014).  Aleksandr Solzhenitsyn, The Gulag Archipelago: An Experiment in Literary Investigation, authorized abridgement, Foreword by Anne Applebaum (New York: Harper Perennial Modern Classics, 2007). Aleksandr Solzhenitsyn, November 1916: The Red Wheel—Knot II, translated by H.T. Willetts (New York: Farrar, Straus, and Giroux, 2014).  The Solzhenitsyn Reader: New and Essential Writings, 1947-2005, edited by Edward E. Ericson, Jr. and Daniel J. Mahoney (Wilmington, Delaware: ISI Books, 2008—paperback edition). Edward E. Ericson, Jr. & Alexis Klimoff, The Soul and Barbed Wire: An Introduction to Solzhenitsyn (Wilmington, Delaware: ISI Books, 2008). Daniel J. Mahoney, The Other Solzhenitsyn: Telling the Truth about a Misunderstood Writer and Thinker (South Bend, Indiana: St. Augustine’s Press, 2014). Daniel J. Mahoney, “Solzhenitsyn’s Red Wheel” in First Things (May 2015), pp. 41-46. Joseph Pearce, Solzhenitsyn: A Soul in Exile, Revised and Updated Edition (San Francisco: Ignatius Press, 2011).

In the first part of this three-part episode, Sean Graham talks with a grade 10 student about her changing perception of history. That is followed by his chat with a grade 12 student who is interested in teaching history as a career. The final part features his conversation with two teachers about teaching history, the […]

An overview of the professional development offered to teachers through the UC Irvine History Project.