Заглавная страница Избранные статьи Случайная статья Познавательные статьи Новые добавления Обратная связь FAQ Написать работу КАТЕГОРИИ:  Археология Биология Генетика География Информатика История Логика Маркетинг Математика Менеджмент Механика Педагогика Религия Социология Технологии Физика Философия Финансы Химия ЭкологияТОП 10 на сайте Приготовление дезинфицирующих растворов различной концентрацииТехника нижней прямой подачи мяча. Франко-прусская война (причины и последствия) Организация работы процедурного кабинета Смысловое и механическое запоминание, их место и роль в усвоении знаний Коммуникативные барьеры и пути их преодоления Обработка изделий медицинского назначения многократного применения Образцы текста публицистического стиля Четыре типа изменения баланса Задачи с ответами для Всероссийской олимпиады по праву 
Мы поможем в написании ваших работ! ЗНАЕТЕ ЛИ ВЫ?
Влияние общества на человека
Приготовление дезинфицирующих растворов различной концентрации Практические работы по географии для 6 класса Организация работы процедурного кабинета Изменения в неживой природе осенью Уборка процедурного кабинета Сольфеджио. Все правила по сольфеджио Балочные системы. Определение реакций опор и моментов защемления |
Историческая память – оценки прошлого, ожидания будущего.Содержание книги
Поиск на нашем сайте
http://wciom.ru/arkhiv/tematicheskii-arkhiv/religija-obraz-zhizni-kultura/istoricheskaja-pamjat-ocenki-proshlogo-ozhidanija-ot-budushchego/ntype/1/browse/2.html?no_cache=1
Приложение 2
Bibliography
Adelman, S. R. (1997). The "mastering of the past": Two responses to Daniel Jonah Goldhagen. Midstream, 43, 1. Ahonen, S. (2001). Politics of identity through history curriculum: Narratives of the past for social exclusion - or inclusion? Journal of Curriculum Studies, 33 (2). Angvik, M., & von Borries, B. (Eds.) (1997). Youth and History: A comparative European survey on historical consciousness and political attitudes among adolescents. Vol. A: Description; Vol. B: Documentation. Hamburg: Edition Stiftung. Ankersmit, F. R. (1989). Historiography and postmodernism. History and Theory, 28 (2), 137-153. Antze, P., & Lambek, M. (Eds.). (1996). Tense past: Cultural essays in trauma and memory. New York/London: Routledge. Appleby, J., Hunt, L., & Jacob, M. (1994). Telling the Truth About History. New York: Norton. Arriaza, G., & Arias, A. (1998). Claiming collective memory: Maya languages and civil rights. Social Justice, 25 (3), 10. Ashby, R., & Lee, P. (1987). Discussing the evidence. Teaching History, 48, 13-17. Ashby, R., & Lee, P. (forthcoming). Planning, teaching, and assessment in history. In J. Bransford (Ed.), How People Learn: Principles into Practice. Washington, DC: National Research Council. Assmann, J. (1992). Das kulturelle Gedächtnis: Schrift, Erinnerung und politische Identität in frühen Hochkulturen [Cultural memory: Writing, remembering, and political identity in ancient cultures]. Munich: Beck. Assmann, J. (1995). Ancient Egyptian antijudaism: A case of distorted memory. In D.L. Schacter, J.T. Coyle, G.D. Fischbach, M.M. Mesulam, & L.E. Assmann, J. (1997). Moses the Egyptian: The memory of Egypt in Western monotheism. Cambridge, MA: Harvard University Press. Bakhtin, M. (1981). The dialogic imagination. Austin: University of Texas Press. (Original work published 1975) Bamberg, M. (1997). Positioning between structure and performance. Journal of Narrative and Life History, 7, 335–342. Bangerter, A., & von Cranach, M. (1997). Collective remembering in the communicative regulation of. Journal of Language & Social Psychology, 16 (4), 24. Barthel, D. L. (1996). Historic Preservation: Collective Memory and Historical Identity. New Brunswick: Rutgers University Press. Bartlett, F.C. (1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press. Barton, K. (1996). Narrative simplifications in elementary students historical thinking. In J. Brophy (Ed.) Advances in research on teaching, Vol. 6 (pp. 51-84). Greenwich, CT: JAI Press. Barton, K. C. (in press). Using magic words to teach social studies. Social Studies and the Young Learner. Bass, R., & Rosenzweig, R. (1999). Rewiring the History and Social Studies Classroom: Needs, Frameworks, Dangers, and Programs. Unpublished paper. Basso, K. (1996). Wisdom sits in places: Landscape and language among the Western Apache. Albuquerque, NM: University of New Mexico Press. Bauman, R. (1986). Story, performance, and event: Contextual studies of oral narrative. Cambridge: Cambridge University Press. Bax, M. (1997). Mass graves, stagnating identification, and violence: A case study in the local sources of "the war" in Bosnia. Anthropological Quarterly, 70 (1), 8. Beck, I. L., & McKeown, M. G. (1994). Outcomes of history instruction: Paste-up Becker, C. (1932). Everyman his own historian. American Historical Review, 37 (2), 221-236. Bender, T. (1989). Public culture: Inclusion and synthesis in American history. In P. Gagnon (Ed.), Historical Literacy: The Case for History in American Education (pp. 188-202). New York: Macmillan. Benjamin, W. (1968). Illuminations: Essays and Reflections. New York: Schocken. Bennett, P. S. (1967). What happened on Lexington Green: An inquiry into the nature and methods of history (teacher and student manuals). Washington, DC: Office of Education, Bureau of Research. (Eric Document Reproduction Service No. ED 032 333). Bennett, T. (1995). The Birth of the Museum. New York: Routledge. Ben-Yehuda, N. (1995). The Masada Myth: Collective Memory and Mythmaking in Israel. Wisconsin: University of Wisconsin Press. Bliss, M. (1991). Privatizing the mind. Journal of Canadian Studies, 26 (4), 5-17. Blos, J. (1993). Perspectives on historical fiction. In M. O. Tunnell & R. Ammon (Eds.), The story of ourselves: Teaching history through children’s literature (pp. 11–18). Portsmouth, NH: Heinemann. Bodnar, J. (1992). Remaking America: Public Memory, Commemoration, and Patriotism in the Twentieth Century. Princeton, NJ: Princeton University Press. Bodnar, J. (2000). Pierre Nora, national memory, and democracy: A review. Journal of American History, 87 (3), 951-963. Booth, M. (1987). Ages and concepts: A critique of the Piagetian approach to history teaching. In C. Portal (Ed.), The history curriculum for teachers (pp. 22-38). Philadelphia: Falmer. Borries, B. v. (1998). What were we looking for and what did we find? Interesting hypotheses, methods and results of the youth and history survey. In J. v. d. Leeuw-Roord (Ed.), The State of History Education in Europe (pp. 15-52). Hamburg: Körber-Stiftung. Bouchard, G. (forthcoming). Des jeux de mémoire: La construction de la mémoire longue dans les nations du nouveau monde. Bourdillon, H. (Ed.). (1996). Teaching History (3. ed.). London, UK & New York: Routledge. Boutilier, B., & Prentice, A. (Eds.). (1997). Creating Historical Memory: English-Canadian Women and the Work of History. Vancouver, BC: UBC Press. Brigham, R. K. (1999). Monument or memorial? The wall and the politics of memory. Historical Reflections, 25 (1), 165-175. Brockmeier Remembering and Forgetting Brockmeier, J. (1995). The language of human temporality: Narrative schemes and cultural meanings of time. Mind, Culture, and Activity, 2, 102–118. Brockmeier, J. (2000a). Literacy as symbolic space. In J.W. Astington (Ed.) M inds in the making (pp. 43–61). Oxford: Blackwell. Brockmeier, J. (2000b). Autobiographical time. Narrative Inquiry, 10, 51–73. Brockmeier, J. (2001). Texts and other symbolic spaces. Mind, Culture, and Brockmeier, J. (in press).The text of the mind. In C. Erneling & D.M. Johnson (Eds.), The mind as scientific object: Between brain and culture. Oxford: Oxford University Press. Brockmeier, J., & Harré, R. (2001). Narrative: Problems and promises of an alternative paradigm. In J. Brockmeier & D. Carbaugh (Eds.), Narrative and identity: Studies in autobiography, self, and culture (pp. 39–58). Amsterdam/Philadelphia, PA: John Benjamins. Brockmeier, M. Wang, & D.R. Olson (Eds.), Literacy, narrative and culture (pp. 76–88). Richmond: Curzon. Bromley, R. (1988). Lost Narratives: Popular Fiction, Politics, and Recent History. London, UK: Routledge. Bruner, J. (1990). Acts of Meaning. Cambridge, MA & London, UK: Harvard University Press. Bruner, J.S. (1990). Acts of meaning. Cambridge, MA/London: Harvard University Press. Bruner, J.S. (1994). The ‘remembered’ self. In U. Neisser (Ed.), The remembering self (pp. 41–54). Cambridge: Cambridge University Press. Bruno-Jofré, R., & Aponiuk, N. (Eds.). (2001). Educating Citizens for a Pluralistic Society. Calgary: Canadian Ethnic Studies. Bryson, N., Michael Ann Holly & Keith Moxey (Ed.). (1994). Visual Culture: Images and Interpretations. Hanover & London, ON: University Press of New England. Buckner, P. A. (2000). Limited identities revisited: Regionalism and nationalism in Canadian History. Acadiensis, 30 (1), 4-15. Butterfield, H. (1931). The Whig Interpretation of History. London, UK: G. Bell. Callon, E. (1997). Creating Citizens: Political Education and Liberal Democracy. Oxford, UK: Clarendon Press. Cambridge: Cambridge University Press. Cambridge: Cambridge University Press. Cameron, E. Heritage Minutes: Culture and Myth. Canadian Issues/Thèmes Canadiens, 7, 13-24. Carbaugh (Eds.), Narrative and identity: Studies in autobiography, self and culture (pp. 25–37). Amsterdam/Philadelphia, PA: John Benjamins. Carlyle, T. (1966). On Heroes, Hero-Worship and the Heroic in History. Lincoln, Nebraska: University of Nebraska Press. Carnes, M. C. (Ed.). (1995). Past Imperfect: History According to the Movies. New York: Henry Holt. Carr, D. (1986). Time, Narrative, and History. Bloomington: Indiana University Press. Carr, D. (1998). Narrative and the real world: An argument for continuity. In B. Fay & P. Pomper & R. T. Vann (Eds.), History and Theory: Contemporary Readings (pp. 137-152). Oxford, UK: Blackwell. Carr, E. H. (1965). What is History? New York: Knopf. Carretero, M., Asuncion, L.-M., & Jacott, L. (1997). Exploring historical events. International Journal of Educational Research, 27, 245-253. Carrithers, M. (1992). Why humans have cultures: Explaining anthropology and social diversity. Oxford/New York: Oxford University Press. Caruth, C. (1996). Unclaimed Experience: Trauma, Narrative, and History. Baltimore: Johns Hopkins University Press. Caruth, C. (Ed.). (1995). Trauma: Explorations in Memory. Baltimore: Johns Hopkins University Press. Case, R. (1997). Course, unit and lesson planning. In R. Case & P. Clark (Eds.), The Canadian Anthology of Social Studies: Issues and Strategies for Teachers. Burnaby, BC: Simon Fraser University. Chakrabarty, D. (1992). Trafficking in history and theory: Subaltern studies. In K. K. Ruthven (Ed.), Beyond the Disciplines: The New Humanities (pp. 101-108): Canberra. Chang, I. (1997). The Rape of Nanking: The Forgotten Holocaust of World War II. New York: Basic Books. Cheney, L. V. (1987). American memory: A report on the humanities in the nation’s public schools. Washington, DC: National Endowment for the Humanities. Clark, K. (1967). The Critical Historian. London, UK: Heinemann. Cohen, D. W. (1994). The Combing of History. Chicago & London, UK: University of Chicago Press. Cole, C. L. (1991). The politics of cultural representation: Visions of fields/Fields of visions. International Review for the Sociology of Sport, 26 (1), 37-51. Cole, T. (1999). Selling the Holocaust: From Auschwitz to Schindler: How History is Bought, Packaged, and Sold. New York: Routledge. Confino, A. (1997) ‘Collective Memory and Cultural History: Problems and Method’, American Historical Review December: 1386–405. Confino, A. (1997). Collective memory and cultural history: Problems of method. American Historical Review, 102 (5), 18. Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19 (5). Connerton, P. (1989) How Societies Remember. Cambridge: Cambridge University Press. Conway, M.A., Gathercole, S.E., & Cornoldi, C. (Eds.). (1997). Theories of memory II. Basingstoke: Psychology Press. Coombes, A. (1999). The Struggle for History in the "New" South Africa. Paper presented at the World History Association International Conference, Victoria, BC. Coser, L.A. (1992) ‘Introduction’, pp. 1–36 in M. Halbwachs, On Collective Memory, ed., introd. and trans. L.A. Coser. Chicago: University of Chicago Press. Crane, S. A. (1997). Writing the individual back into collective memory. American Historical Review, 102 (5), 14. Crane, S. A. (Ed.). (2000). Museums and Memory. Stanford, CA: Stanford University Press. Cronon, W. (1992). A place for stories: Nature, history, and narrative. Journal of American History, 78 (4), 1347-1376. Crosby, A. W. (1986). Ecological Imperialism. New York: Cambridge University Press. Cruikshank, J. (1991). Reading Voices. Vancouver, BC: Douglas & McIntyre. Cruikshank, J. (1992). Images of society in Klondike gold rush narratives: Skookum Jim and the discovery of gold. Ethnohistory, 39 (1), 21-41. Cuadraz, G. H., & Uttal, L. (1999). Intersectionality and in-depth interviews: Methodological strategies for analyzing race, class, and gender. Race, Class & Gender, 6 (3), 156-158. Danto, A. (1986). The Vietnam Veterans Memorial. The Nation (Aug. 31), 152. Davidson, J. W., & Lytle, M. H. (2000). After the Fact: The Art of Historical Detection (4 ed.). Boston & London, UK: McGraw-Hill. Davis, N. Z. (2000). Slaves on Screen: Film and Historical Vision. Toronto: Vintage Canada. de Certeau, M. (1988). The Writing of History (T. Conley, Trans.). New York: Columbia University Press. de Cillia, R. (1999). The discursive construction of national identities. Discourse and Society, 10 (2), 24. Dean, E. J. Shook Over Hell: Civil War, Vietnam, PTSD. Dick, L. (1991). The Seven Oaks incident and the construction of a historical tradition, 1816-1970. Journal of the Canadian Historical Association, 2, 91-113. Dickey, L. (1996). Thomas Paine: Context, text, and presentism. Reviews in American History, 24 (2), 216-225. Dickinson, A. K., & Lee, P. J. (1984). Making sense of history. In A. K. Dickinson, P. J. Lee, & P. J. Rogers (Eds.), Learning history (pp. 117–153). London: Heinemann. Dickinson, A. K., & Lee, P. J., & Rogers, P. (1984). Learning history. London: Heinemann. Dickinson, A. K., Lee, P. J. (1978). Understanding and research. In A. Dickinson & P. Lee (Eds.), History teaching and historical understanding (pp. 94-120). London: Heinemann. Dickinson, A., Lee, P., & Rogers, P. J. (1984). Learning History. London, UK: Heinemann. Dickinson, J. (1993). Children’s perspectives on talk: Building a learning community. In K. M. Pierce & C. J. Gilles (Eds.), Cycles of meaning: Exploring the potential of talk in learning communities (pp. 99–116). Portsmouth, NH: Heinemann. Downey, M. (Ed.) (1985). History in the schools (Bulletin No. 74). Washington, DC: National Council for the Social Studies. Downs, A. (1993). Breathing life into the past: The creation of history units using trade books. In M. O. Tunnell & R. Ammon (Eds.), The story of ourselves: Teaching history through children’s literature (pp. 137–146). Portsmouth, NH: Heinemann. Draaisma, D. (2000) Metaphors of Memory: A History of Ideas about Mind. Cambridge: Cambridge University Press. Draaisma, D. (2000). Metaphors of Memory: A History of Ideas About the Mind. Cambridge: Cambridge University Press. Dubin, S. C. (1999). Displays of Power: Memory and Amnesia in the American Museum. New York: New York University Press. Duncan, C. (1995). Civilizing Rituals Inside Public Art Museums. New York: Routledge. Durkheim, ´ E. (1957) Professional Ethics and Civic Morals, trans. C. Broookfield. ondon: Routledge. (Orig. pub. 1950.) Duvenage, P. (Ed.). (1993). Studies in Metahistory. Pretoria: Human Sciences Research Council. Dyck, I. (1993). Ethnography: A feminist method? Canadian Geographer, 37 (1), 6. Edwards, D., Potter, J., & Middleton, D. (1992). Toward a discursive psychology of remembering. Psychologist, 441-446. Egan, K. (1983). Accumulating history. History and Theory, Belkeft 22, 66–80. Egan, K. (1986). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. Chicago: University of Chicago Press. Egan, K. (1989). Layers of historical understanding. Theory and Research in Social Education, 17 (4), 280-294. Engestrom, Y., Brown, R., Engestrom, R., & Koistinen, K. (1990). Organizational forgetting: An activity-theoretical perspective. In D. Middleton & D. Edwards (Eds.), Collective Remembering (pp. 139-167). London, UK: Sage. Englehardt, T. (1995). The End of Victory Culture: Cold War America and the Disillusioning of a Generation. New York: Basic Books. Epstein, T. (1991). Equity in educational experiences and outcomes. OAH Magazine of History, 6, 35–40. Epstein, T. (1994). Sometimes a shining moment: High school students’ representations of history through the arts. Social Education, 58, 136–141. Epstein, T. (1994). Tales from two textbooks: A comparison of the civil rights movement in two secondary history textbooks. The Social Studies, 85, 121–126. Epstein, T. (1994). The arts of history: An analysis of secondary school students’ interpretations of the arts in historical contexts. Journal of Curriculum and Supervision, 9, 174–194. Evans, R. (1989). Teacher conceptions of history. Theory and Research in Social Education, 17, 210-240. Evans, R. (1994). Educational ideologies and the teaching of history. In G. Leinhardt, I. Beck, and C. Stainton (Eds.), Teaching and learning In history, (pp. 171-208). Hillsdale, NJ: Erlbaum. Evans, R. W. (1988). Lessons from history: Teacher and student conceptions of the meaning of history. Theory and Research in Social Education, 16, 203–225. Farr, R. (1998). From collective to social representations: Aller et retour. Culture & Psychology, 4 (3), 275–296. Farr, R. (1998). From collective to social representations: Aller et retour. Culture & Psychology, 4 (3), 275–296. Fay, B., Pomper, P., & Vann, R. T. (Eds.). (1998). History and Theory: Contemporary Readings. Massachusetts: Blackwell. Ferreira, E. F. X. (1997). Oral history and the social identity of Brazilian women under military rule. Oral History Review, 24 (2), 34. Fine, G. A. (1993). Ten lies of ethnography: Moral dilemmas in field research. Journal of Contemporary Ethnograph, 22 (3), 267-294. Fines, J., & Verrier, R. (1974). The drama of history: An experiment in co–operative teaching. London: New University Education. Fivush, R. (1994). Constructing narrative, emotion, and self in parent–child conversations about the past. In U. Neisser & R. Fivush (Eds.), The remembering self: Construction and accuracy in the self-narrative (pp. 136–157). Fivush, R. (1994). Constructing narrative, emotion, and self in parent–child conversations about the past. In U. Neisser & R. Fivush (Eds.), The remembering self: Construction and accuracy in the self-narrative (pp. 136–157). Fivush, R., & Haden, C. (Eds.). (in press). Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives. New York: Cambridge University Press. Fivush, R., & Haden, C. (Eds.). (in press). Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives. New York: Cambridge University Press. Foner, E. (1987). The meaning of freedom. Radical History Review (39). Foner, E. (2001). American freedom in a global age. American Historical Review, 106 (1), 1-16. Foner, E. (Ed.). (1990). The New American History. Philadelphia: Temple University Press. Foster, S. J. (1999). Using historical empathy to excite students about the study of history. The Social Studies, 90, 18-24. Foster, S., & Morris, J.W. (1998). Full of sound and fury...signifying nothing? Why the history standards have a troubled future. International Journal of Social Education, 12, 60-68. Foster, S.J. (1998). Politics, parallels, and perennial curriculum questions: The battle over school history in England and the United States. The Curriculum Journal, 9, 153-164. Foster, S.J. (1999). The struggle for American identity: Treatment of ethnic groups in U.S. history textbooks. History of Education, 28, 251-279. Foster, S.J., & Padgett, C.S. (1999). Exciting middle school social studies through authentic historcal inquiry. In Rodney F. Allen, ed., The Clearing House: Dimensions of Social Studies for Middle School Students. Washington D.C.: Heldref Publications. Foster, S.J., & Rosch, R. (1997). Teaching World War I from multiple perspectives. Social Education, 61, 429-434. Foster, S.J., & Yeager, E.A. (1998).The role of historical empathy in the development of historical understanding. The International Journal of Social Education, 13, 1-7. Foster, S.J., Morris, J.W., & Davis, O.L., Jr. (1996). Prospects for teaching historical Analysis and interpretation: National Curriculum Standards for History meet high school history textbooks. Journal of Curriculum and Supervision, 11, 367-385. Foster, S.J., Yeager, E.A., Maley, S.D.,Anderson,T., & Morris,J.W. (1998). An exploratory study in historical empathy. The International Journal of Social Education, 13, 8-24. Foucault, M (1970). The order of things. London: Tavistock; New York: Pantheon. (Original work published 1966) Foucault, M (1970). The order of things. London: Tavistock; New York: Pantheon. (Original work published 1966) Fowler, R. (1995). Teaching national consciousness in Canada: The role of mythology and history. Canadian Social Studies, 29 (2), 63-65. Freeman, M. (1993). Rewriting the self: History, memory, narrative. New York/London: Routledge. Freeman, M. (1993). Rewriting the self: History, memory, narrative. NewYork/London: Routledge. Freidman, W. (1992). The development of childrens representations of temporal structure. In M. F. (Ed.), Time, Action and Cognition (pp. 67-75). Amsterdam: Kluwer Academic Publishers. Friedlander, S. (Ed.). (1992). Probing the Limits of Representation: Nazism and the "Final Solution". Cambridge, MA & London, UK: Harvard University Press. Friedman, W. (1990). About Time: Inventing the Fourth Dimension. Cambridge: The MIT Press. Frisch, M. (1989). American history and the structures of collective memory: A modest exercise in empirical iconography. Journal of American History, 75, 1130-1155. Frisch, M. (Ed.). (1990). A Shared Authority: Essays on the Craft and Meaning of Oral and Public History. Albany, NY: State University of New York Press. Funkenstein, A. (1993). Perceptions of Jewish History. Berkeley, CA: University of California Press. Furedi, F. (1992). Mythical Past, Elusive Future. London, UK: Pluto Press. Gabella, M. S. (1994). Beyond the looking glass: Bringing students into the conversation of historical inquiry. Theory and Research in Social Education, 22, 340-363. Gadamer, H.-G. (1987). The problem of historical consciousness. In P. Rabinow & W. M. Sullivan (Eds.), Interpretive Social Science: A Second Look (pp. 82-140). Berkeley, CA: University of California Press. Gathercolen, P., & Lowenthal, D. (Eds.). (1990). The Politics of the Past. London, UK: Unwin Hyman Ltd. Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York: Basic Books. Genovese, E. D. (1974). Roll, Jordan, Roll: The World the Slaves Made. New York: Random House. Giddens, A. (1981b). Nation State and Violence. Berkeley: University of California Press. Giddens, A. (1991). Modernity and Self-Identity: Self and Society in the Late Modern Age. Cambridge, MA: Polity Press. Giddens, A. (1995b). A Contemporary Critique of Historical Materialism (2 ed.). Basingstoke: Macmillan. Gillis, J. R. (1994). Commemorations: The Politics of National Identity. Princeton: Princeton University Press. Gillis, J. R. (1994). Memory and identity: The history of a relationship. In J. R. Gillis (Ed.), Commemorations: The Politics of National Identity (pp. 3-24). Princeton, NJ: Princeton University Press. Ginzburg, C. (1990). Myths, Emblems, Clues (J. A. C. Tedeschi, Trans.). London, UK: Hutchinson Radius. Ginzburg, C. (1992). The Cheese and the Worms: The Cosmos of a Sixteenth-Century Miller (J. a. A. C. Tedeschi, Trans.). Baltimore: John Hopkins Univeristy Press. Gitlin, T. (1995). Rewriting history. Teacher Magazine, 43-53. Glassner, B. (1999). Reviews: Ideology and cultural production. Contemporary Sociology, 28 (5), 2. Graber, G. S. (1996). Caravans to Oblivion: The Armenian Genocide. New York: Wiley Press. Green, J. (2000). Taking History to Heart: The Power of the Past in Building Social Movements. Amherst, MA: University of Massachusetts Press. Greene, S. (1994). Students as authors in the study of history. In G. Leinhardt, I. L. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 137-170). Hillsdale, NJ: Erlbaum. Greene, S. (1994). The problems of learning to think like a historian: Writing history in the culture of the classroom. Educational Psychologist, 29, 89-96. Gross, D. (2000). Lost time: On remembering and forgetting in late modern culture. Amherst, MA: University of Massachusetts Press. Gross, D. (2000). Lost time: On remembering and forgetting in late modern culture. Amherst, MA: University of Massachusetts Press. Hacking, I. (1995). Rewriting the soul: Multiple personality and the sciences of memory. Princeton, NJ: Princeton University Press. Hacking, I. (1995). Rewriting the soul: Multiple personality and the sciences of memory. Princeton, NJ: Princeton University Press. Hahn, C. (1994). Controversial issues in history instruction. In M. Carretero & J. F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 201-220). Hillsdale, NJ: Erlbaum. Hahn, C. L. (1998). Becoming Political: Comparative Perspectives on Citizenship Education. Albany, NY: State University of New York Press. Halbwachs, M. (1925). Les cadres sociaux de la mémoire. Paris: Alcan. Halbwachs, M. (1950). La mémoire collective. Paris: PUF. Halbwachs, M. (1980). The collective memory. New York: Harper & Row. (Original work published 1925) Halbwachs, M. (1980). The collective memory. New York: Harper & Row. (Original work published 1925) Halbwachs, M. (1992). On Collective Memory. Chicago: University of Chicago Press. Hall, R. G. (1999). Chartism remembered: William Aitken, liberalism, and the politics of memory. Journal of British Studies, 38 (4), 26. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 19, 183-202. Hallam, R. N. (1972). Thinking and learning in history. Teaching History, 15, 337-346. Hallden, O. (1986). Learning history. Oxford Review of Education, 12, 53-66. Hallden, O. (1994). On the paradox of understanding history in an educational setting. In G. Leinhardt & I. L. Beck & C. Stainton (Eds.), Teaching and Learning in History (pp. 27-46). Hillsdale, NJ: Lawrence Erlbaum. Hallden, O. (1998). Personalization in historical descriptions and explanations. Learning and Instruction, 30, 131-139. Harré, R., & van Langenhove, L. (Eds.). (1999). Positioning theory. Malden, MA: Blackwell. Harré, R., & van Langenhove, L. (Eds.). (1999). Positioning theory. Malden, MA: Blackwell. Hasian, J., Marouf, & Frank, R. E. (1999). Rhetoric, history, and collective memory: Decoding the Goldhagen Debates. Western Journal of Communication, 63 (1), 20. Haslinger P. (2007) Erinnerungskultur und Geschichtspolitik in der historischen Forschung zum östlichen Europa // zeitenblicke 6, Nr. 2 Hass, K. A. (1998). Carried to the Wall: American Memory and the Vietnam Veterans Memorial. Berkeley: University of California Press. Heilbroner, R. (1993, Feb. 14, 1993). The worst is yet to come. New York Times Book Review, 1-25. Hein, L., & Selden, M. (Eds.). (2000). Censoring History: Citizenship and Memory in Japan, Germany, and the United States. Armonk, NY & London, UK: M. E. Sharpe. Hertzberg, H. W. (1988). Are method and content enemies? In B. R. Gifford (Ed.), History in the schools: What shall we teach? (pp. 13-40). New York: Macmillan. Hertzberg, H. W. (1989). History and progressivism: A century of reform proposals. In P. Gagnon & the Bradley Commission on History in the Schools (Eds.), Historical literacy: The case for history in American education. Boston: Houghton Mifflin. Hexter, J. H. (1971). The History Primer. New York: Basic Books. Himmelfarb, G. (1989). Some reflections on the new history. The American Historical Review, 94 (3), 661-670. Himmelfarb, G. (1999). The Two Cultures: A Moral Divide. New York: A. A. Knopf. Hirsch, E. D., Jr. (1986). Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin. Hirsch, H. (1999). Genocide and the politics of memory: Studying death to preserve life. Peace Research Abstracts Journal, 36 (2). Hirst, W. (Ed.). (in press). Social remembering. New York: Cambridge University Press. Hirst, W. (Ed.). (in press). Social remembering. New York: Cambridge University Press. Hirst, W., & Manier, D. (1996). Remembering as communication: A family recounts its past. In D. Rubin (Ed.), Remembering our Past: An Overview of Autobiographical Memory (pp. 271-289). New York: Cambridge University Press. Hirst, W., & Marnier, D. (1996). Remembering as communication. In D. Rubin (Ed.), Remembering our past (pp. 271–290). New York: Cambridge University Press. Hirst, W., & Marnier, D. (1996). Remembering as communication. In D. Rubin (Ed.), Remembering our past (pp. 271–290). New York: Cambridge University Press. Hobsbawm, E., & Ranger, T. (Eds.). (1983). The Invention of Tradition. New York: Cambridge University Press. Hollingshead, A. B. (1998). Communication, learning, and retrieval in transactive memory systems. Journal of Experimental Social Psychology, 34 (5), 20. Holt, T. (1990). Thinking Historically: Narrative, Imagination, and Understanding. New York: College Entrance Examination Board. Hunt, L. (1988). Introduction. In L. Hunt (Ed.), The New Cultural History: University of California Press. Hutton, P. H. (1993). History as an Art of Memory. Hanover, NH: University Press of New England. James, D. (1997). Meatpackers, Peronists, and collective memory: A view form the South. American Historical Review, 102 (5), 9. Jan-Werner Müller (Ed.) (2002) Memory and power in post-war Europe. Studies in the presence of the past, Cambridge Jenkins, K. (1991). Rethinking History. London, UK: Routledge. Jenkins, K. (1999). Why History?: Ethics and Postmodernity. New York & London, UK: Routledge. Jenkins, K., & Brickley, P. (1989). Reflections on the empathy debate. Teaching History, 55. Jenkins, K., & Brickley, P. (1990). Designer histories: A reply to Christopher Portal. Teaching History, 27-29. Jorgensen, K. L. (1993). History workshop: Reconstructing the past with elementary students. Portsmouth, NH: Heinemann. Kaes, A. (1990). History and film: Public memory in the age of electronic dissemination. History and Memory: Studies in Representation of the Past, 2 (1), 111-129. Kammen, M. (1991). Mystic Chords of Memory: The Transformation of Tradition in American Culture. New York: Knopf. Kammen, M. (1995). Review of Iwona Irwin-Zarecka, frames of remembrance: The dynamics of collective memory. History and Theory, 34 (3), 245-261. Kammen, M. (2000). Review of Rosenzweig and Thelen, The Presence of the Past: Popular Uses of History in American Life. History and Theory: Studies in the Philosophy of History, 39 (2), 230-242. Kaye, H. (1991). The Powers of the Past: Reflections on the Crisis and the Promise of History. Minneapolis: University of Minnesota Press. Kermode, F. (1966). The Sense of an Ending: Studies in the Theory of Fiction. London & Oxford, UK: Oxford University Press. Kingwell, M. (2000). The World We Want: Virtue, Vice and the Good Citizen. Toronto, ON: Viking. Klein, K. L. (2000). On the emergence of memory in historical discourse. Representations, 69, 127-150. Kymlicka, W. (1998). Finding Our Way: Rethinking Ethnocultural Relations in Canada. Toronto: Oxford University Press. Lachmann, R. (1997). Memory and literature. Minneapolis, MN/London: University of Minnesota Press. Lachmann, R. (1997). Memory and literature. Minneapolis, MN/London: University of Minnesota Press. Lambek, M., & Antze, P. (1996). Introduction: Forecasting memory. In P. Antze & M. Lambek (Eds.), Tense past: Cultural essays in trauma and memory (pp. xi–xxxviii). New York/London: Routledge. Lambek, M., & Antze, P. (1996). Introduction: Forecasting memory. In P. Antze & M. Lambek (Eds.), Tense past: Cultural essays in trauma and memory (pp. xi–xxxviii). New York/London: Routledge. Landkammer J., Noetzel T., Zimmerli W. (Hg.). (2006) Erinnerungsmanagement. Systemtransformation und Vergangenheitspolitik im internationalen Vergleich, München. Langellier, K.M. (1999). Personal narrative, performance, and performativity: Two or three things I know for sure. Text and Performance Quarterly, 19, 125–144. Langellier, K.M. (1999). Personal narrative, performance, and performativity: Two or three things I know for sure. Text and Performance Quarterly, 19, 125–144. Langenohl A. (2000) Erinnerung und Modernisierung. Die Rekonstruktion politischer Kollektivität am Beispiel des neuen Russland, Göttingen. Lasch, C. (1979). The Culture of Narcissism: American Life in an Age of Diminishing Expectations. New York: Norton. Laville, C. (2001). Historical Consciousness and History Education: What to Expect from the First for the Second. Paper presented at the Canadian Historical Consciousness in International Context: Theoretical Frameworks, Vancouver, BC. Lee, P. (1991). Historical knowledge and the national curriculum. In R. Aldrich (Ed.), History in the National Curriculum (pp. 39-65). London, UK: Kogan Page. Lee, P. (2001). Understanding History. Paper presented at the Canadian Historical Consciousness in International Context: Theoretical Frameworks, Vancouver, BC. Lee, P. (forthcoming). Understanding history. In J. Bransford (Ed.), How People Learn: Principles into Practice. Washington, DC: National Research Council. Lee, P. J. (1978). Explanation and understanding in history. In A. K. Dickinson & P. J. Lee (Eds.), Historical teaching and historical understanding (pp. 72–93). London: Heinemann. Lee, P., Dickinson, A., & Ashby, R. (1997). "Just another emperor": Understanding action in the past. International Journal of Educational Research, 27, 233-244. Leinhardt, G. (1993). Weaving instructional explanations in history. British Journal of Educational Psychology, 63, 46-74. Leinhardt, G., & Young, K. M. (1996). Two texts, three readers: Distance and expertise in reading history. Cognition and Instruction, 14, 441-486. Leinhardt, G., Stainton, C., & Virji, S. M. (1994). A sense of history. Educational Psychologist, 29, 79-88. Lerner, G. (1997). Why History Matters: Life and Thought. New York & Oxford, UK: Oxford University Press. Levin, I., & Zakay, D. (Eds.). (1989). Time and Human Cognition: A Life Span Perspective. Amsterdam: Holland Press. Levine, L. W. (1996). The Opening of the American Mind: Canons, Culture, and History. Boston: Beacon Press. Levstik, L. (1990). The research base for curriculum choice: A response. Social Education, 54 (7), 442-444. Levstik, L. S. (1986). History from the bottom up. Social Education, 50, 1–7. Levstik, L. S. (1995). Narrative constructions: cultural frames for history. The Social Studies, 86, 113–116. Levstik, L. S. P., Christine C. (1992). New directions for studying historical understanding. Theory and Research in Social Education, 20 (4), 369-385. Levstik, L. S., & Pappas, C. C. (1992). New directions in historical understanding. Theory and Research in Social Education, 20, 369–385. Lin, M. (2000). Making the memorial. New York Review of Books, 47 (17), 33-35. Lipsitz, G. (1990). Time Passages: Collective Memory and American Popular Culture. Minneapolis: University of Minnesota Press. Loewen, J. (1995). Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York: The New Press. Loewen, J. W. (1999). Lies Across America: What Our Historic Sites Get Wrong. New York: New Press. Loftus, E.F., & Loftus, G.R. (1980). On the permanence of storied information in the human brain. American Psychologist, 35, 409–420. Loftus, E.F., & Loftus, G.R. (1980). On the permanence of storied information in the human brain. American Psychologist, 35, 409–420. Lomas, T. (1990). Teaching and Assessing Historical Understanding. London, UK: The Historical Association. Lorenz, C. F. G. (1999). Comparative historiography: Problems and perspectives. History and Theory, 38 (1), 25-39. Lorenz, C. F. G. (2001). History, forms of representation and functions. In N. Smelser & P. Baltus (Eds.), International Encyclopedia of the Social and Behavioral Sciences (Vol. 10, pp. 6835-6842). Oxford. Lorenz, C. F. G. (2002). Bordercrossings: Some reflections on recent debates in German history. In D. Michman (Ed.), Remembering the Holocaust in Germany 1945 - 2000. Views From Within and Without. New York: Peter Lang. Lotman, Y.M. (1990). Universe of the mind: A semiotic theory of culture. Bloomington, IN: Indiana University Press. Lotman, Y.M. (1990). Universe of the mind: A semiotic theory of culture. Bloomington, IN: Indiana University Press. Lowenthal, D. (1985). The Past is a Foreign Country. New York: Cambridge. Lowenthal, D. (1996). Possessed by the Past: The Heritage Industry and the Spoils of History. New York: Free Press. Macar (Ed.), Time, Action and Cognition. Amsterdam: Kluwer Academic Publishers. MacDonald, S. (Ed.). (2000). Approaches to European Historical Consciousness: Reflections and Provocations. Hamburg: Koerber Stiftung. MacLaren, P. (1992). Collisons with otherness: "Traveling" theory, post-colonial criticism, and the politics of ethnographic practice - the mission wounded. International Journal of Qualitative Studies in Education, 5 (1), 93-96. Maier, C. S. (1997). The Unmasterable Past: History, Holocaust, and German National Identity. Cambridge, MA & London, UK: Harvard University Press. Marcus, J. (1980). Sub Specie Historiae: Essays in the Manifestation of Historical and Moral Consciousness. London, ON & Toronto. Markus, H.R., Mullally, P.R., & Kitayama, S. (1997). Selfways: Diversity in modes of cultural participation. In U. Neisser & D. Jopling (Eds.), The conceptual self in context: Culture, experience, self-understanding (pp. 13–61). New York: Cambridge University Press. Markus, H.R., Mullally, P.R., & Kitayama, S. (1997). Selfways: Diversity in modes of cultural participation. In U. Neisser & D. Jopling (Eds.), The conceptual self in context: Culture, experience, self-understanding (pp. 13–61). New York: Cambridge University Press. Martin, C. (1987). The metaphysics of writing Indian-white history. In C. Martin (Ed.), The American Indian and the Problem of History. New York: Oxford University Press. Martin, C. (Ed.). (1987). The American Indian and the Problem of History. New York: Oxford University Press. Marx, L., & Mazlish, B. (Eds.). (1998). Progress: Fact or Illusion? Ann Arbor: The University of Michigan Press. Masur, L. P. (Ed.). (1999). The Challenge of American History. Baltimore & London, UK: John Hopkins University Press. McGinnis, J. D. (1995). Heritage minutes: Myth and history. Canadian Issues/Themes Canadiens, 7, 25-36. McKeown, M. G., Beck, I. L., Sinatra, G. M., & Loxterman, J. A. (1992). The contribution of prior knowledge and coherent text to comprehension. Reading Research Quarterly, 27, 79-93. McLaren, D. J. (1970). Time, life and boundaries. Journal of Paleontology, 44, 801-815. Megill, A. (1989). Recounting the past: Description, exploration, and narrative in historiography. American Historical Review, 94, 627-653. Megill, A., & McCloskey, D. N. (1987). The rhetoric of history. In J. S. Nelson, A. Megill, & D. N. McCloskey (Eds.), The rhetoric of the human sciences language and argument in scholarship and public affairs (pp. 221-238). Madison, WI: University of Wisconsin Press. Melzer, A. M., Weinberger, J., & Zinman, M. R. (Eds.). (1995). History and the Idea of Progress. Ithaca New York: Cornell University Press. Middleton, D. (2002). Succession and change in the socio-cultural use of memory: Building-in the past in communicative action. Culture &Psychology, 8 (1), 79–95. Middleton, D. (2002). Succession and change in the socio-cultural use of memory: Building-in the past in communicative action. Culture & Middleton, D., & Edwards, D. (1990). Collective remembering. London: Sage. Brockmeier Remembering and Forgetting Middleton, D., & Edwards, D. (1990). Collective remembering. London: Sage. Middleton, D., & Edwards, D. (1990). Conversational remembering: A social psychological approach. In D. Middleton & D. Edwards (Eds.), Collective Remembering (pp. 23-45). London, UK: Sage. Middleton, D., & Edwards, D. (Eds.). (1990). Collective Remembering. London, UK: Sage. Mink, L. O. (1998). History and fiction as modes of comprehension. In B. Fay & P. Pomper & R. T. Vann (Eds.), History and Theory. London, UK: Blackwell. Montagnero, J. (1996). Understanding Changes in Time. London, UK: Taylor & Francis. Moore-Gilbert, B. (1997).
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|
Последнее изменение этой страницы: 2016-08-15; просмотров: 400; Нарушение авторского права страницы; Мы поможем в написании вашей работы! infopedia.su Все материалы представленные на сайте исключительно с целью ознакомления читателями и не преследуют коммерческих целей или нарушение авторских прав. Обратная связь - 13.58.21.119 (0.01 с.) |
