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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)
Sam Wineburg's work engages questions of identity and history in modern society: how today's Instant Messengerized youth use the past to construct individual and collective identities.
Over the last fifteen years his interests have spanned a wide terrain,
from how adolescents and professional historians interpret primary
sources to issues of teacher
assessment and teacher community in the workplace. His
book,
Historical
Thinking and Other Unnatural Acts, won the 2002
Frederic W. Ness Award from the Association of American
Colleges and Universities for the book
"that best illuminates the goals and practices of a contemporary liberal
education." He is the Executive Producer of the new DOE National Clearinghouse for History Education, a collaboration between George Mason University, Stanford, and the American Historical Association.
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* Stanford, Ph.D., Psychological Studies in Education;
* UC/Berkeley, BA, History of Religion, summa cum laude;
* Brown University. |
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* 1989-2002- Assistant Professor to Professor, Educational Psychology, & Adjunct Professor of History, University of Washington;
* 1997-98 Visiting Professor, University of Haifa (Israel);
* 1981-1985- middle school/ high school teacher in a variety of public and parochial settings. |
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| * Since 2002. |
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* Longitudinal study on the development of historical consciousness among adolescents in three communities;
* PATHS, Promoting Argumentation Through History and Science, an experiment in teaching elementary students to think in sophisticated ways about the connection between history and science;
* The creation of Web-based environments for learning and teaching history. |
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* Teaching History/Social Studies (Ed 268);
* History, Memory, and Identity (Ed 356x).
* Scholarly Writing in Education & the Social Sciences (Ed 385x) |
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* Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Philadelphia: Temple, 2001), http://www.temple.edu/tempress/titles/1518_reg.html;
* Knowing, Teaching, and Learning History: National and International Perspectives (with Peter Stearns and Peter Seixas) (New York: NYU, 2001);
* "Toward a theory of teacher community." Teachers College Record, 103 (6), 942-1012, 2001 (with Pam Grossman & Steve Woolworth);
* "Crazy for History." Journal of American History, March 2004.
* "Goodbye, Columbus." Smithsonian Magazine, April 2008. |
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* Member, Editorial Board, Cognition and Instruction, Journal of the Learning Sciences, World History Connected;
* Member, Advisory Board, National Research Council Committee, How People Learn, Targeted Report for Teachers;
* Member, Advisory Board, American Hebrew Academy, Greensboro, North Carolina;
* Member, Advisory Board, Center for the Study of Historical Consciousness, Univ. of British Columbia, Vancouver, BC;
* Trustee, National Council for History Education (NCHE);
* Consultant, Mandel Foundation, Jerusalem. |
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* Phone: (650) 725 4411
* Email: wineburg@stanford.edu
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