This article offers a historical inquiry into behaviorism and its impact on standard of judgement concerning education policies. Drawing from Aldous Huxley's reservation towards behaviorism as a scientific movement that naturalizes the role of control in human affairs, the paper maps the impact of behaviorism on economics of education. By tracing…

Deploying a Lacanian conceptual framework, this article interrogates the psychoanalytic underpinnings of Paulo Freire's dialogical method of critical pedagogy. The paper advances the claim that the transformative efficacy of Freirean dialogue is rooted in its unique ability to confront and engage the repressed element of trauma, or what Lacan…

The notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss the cognitive competencies related to historical thinking, as expressed by some influential Canadian researchers, as an history educational notion from…

The concepts of "tradition" and "authority" are generally understood to be problematical in history curriculum design. Drawing on MacIntyre's account of disciplines as social practices, this article argues that, to the contrary, these are concepts that need to be incorporated into any curriculum theory that attempts to build a…

No articulation of "historical thinking" has been as influential as Sam Wineburg's position, according to which historical thinking is, fundamentally, the recognition of the ways in which the past is different than the present. Wineburg argues, further, that achieving that state is "unnatural." This paper critiques both of…

This article is an initial exploration of possibilities opened up by considering trust relations as central to the teaching of history in schools. It is an extension of an investigation into epistemological problems to see whether "trust" is a more fruitful concept to use than "truth" in dealing with those problems and is based…

History educators find themselves in the peculiar situation of wishing to introduce students to the history discipline while lacking a clear conception of the features intrinsic to historical inquiry across its various specialisations and subject matters. In affirming that no one methodological charter hangs in the corridors of academic history…

In this paper, the author maps three radically different visions of Marxism in educational philosophy. Each "register" contains insights but also contradictions that cannot easily be resolved through internal modifications of the theory or through theoretical synthesis with other registers. The radical function of Marxist pedagogy is to create a…