How Good an Historian Shall I be?

Acknowledgements Permissions Introduction: More than a Name Life and Education Approaching Collingwood The Shape of this Book I. History in Peril Handbook for History Teachers Educational Objectives for the Study of History Schools Council History Projects GCSE and the National Criteria for History History in the National Curriculum Afterglow II. Sympathy, Empathy or Re-enactment? Sympathy Empathy Collingwood and 'Re-enactment' 'Inside' and 'Outside' and 'Same Thought' Collingwood and Wittgenstein on Mind and Language Re-enactment: A Conceptual View Mere Semantics? III. The Subject-matter of History Unreasonable Activities Emotions Non-specified Historical Agents Non-Human Animals Presuppositions and Philosophy Constellations, Paradigms, Epistemes and Archives Reconsiderations of Philosophy The Widening Lens IV. Theories of Imagination and Historical Imagination Imagination as 'Appearances' The 'Jabbering' Servant The Particulars and Pleasures of the Imagination 'Blind, but Indispensable Function' The Romantic Imagination 'King without a Country' Psychological Research The Labyrinth of Mirrors The Form of the Content: A Metareflection The Historical Imagination Historical Imagination and Understanding Historical Imagination and Connection Historical Imagination and Literary Style Historical Imagination and Innovation The Historical Imagination of Historical Imagination Scholars V. Collingwood's Historical Imagination Imagination and Historical Imagination A Priori A Priori Historical Imagination The Content and the Form Historical Imagination as Imagination What is the Historical Imagination? VI. 'How Good an Historian Shall I Be?': Imagination and Education Collingwood on Education The Aims of Education The Self Education and the Development of Self-Knowledge The Curriculum The Organisation of Education Simply Another Idealist? Questions The Historical Imagination of R. G. Collingwood VII. Towards an Historical Education Hirst and the Forms of Knowledge Bloom and the Taxonomy of Educational Objectives Bruner and the Process of Education Historicizing Education Imagination and Education National and Supranational Curricula Why Collingwood? Conclusion: Beyond the Academy Bibliography Index