History is a subject which never stands still. It is always changing its philosophies, its contours, its leading questions, its politics, its conceptual status and its methodologies. This bibliographical guide to the study of history is wide-ranging in scope extending from the ancient world to the 20th century. It deliberately concentrates on modern historians' views, provides a substantial section on the philosophy of history, charts controversies and highlights the continual evolution and diversification of history. The material is logically organized in major areas and subsections, and cross-references are given where appropriate. An index of authors, editors and compilers is also provided.

Reprint of the original, first published in 1866.

"The focus of this book is on the secondary school history curriculum in Chile from colonial times to the present. By way of background, attention is paid to the development of the history curriculum in the three countries which have most influenced educational developments in Chile, namely, England, the United States of America and Spain. The academic literature on the history curriculum throughout the English-speaking and Latin-speaking world, especially on the purposes attached to history as a school subject and the variety of pedagogical approaches prescribed is also considered. The results of a project that addressed the following interrelated research questions are then outlined: • What is the historical background to the current secondary school history curriculum in Chile? • What are the current developments of the secondary school history curriculum in Chile? • What are the issues of concern for secondary school history teachers in Chile? At various times the teaching of the subject ranged from being in the ‘great tradition’ approach, emphasizing teacher-centred activities and repetition of content knowledge, to being in the ‘new history’ tradition, emphasizing the promotion of active learning, student-centred activities and the encouragement of the historical method of enquiry. The analysis also details current issues of concern for teachers regarding the implementation of the current curriculum framework for secondary school history. The book concludes with a consideration of implications for practice in areas pertaining to curriculum development, teaching and learning, management and administration, teacher preparation, and professional development practices in Chile. "

This profound discourse by John Emerich Edward Dalberg Acton delves into the unity of modern history, exploring its intricate threads and timeless significance. Acton's words resonate with the belief that history holds the key to understanding the present and shaping the future. With insightful reflections on the link between history and politics, Acton highlights the practical value of historical knowledge in navigating the complexities of governance and societal progress.

Published in the year 1975, Study of Economic History is a valuable contribution to the field of Military and Strategic Studies.

The third edition of The Social Studies Curriculum thoroughly updates the definitive overview of the primary issues teachers face when creating learning experiences for students in social studies. By connecting the diverse elements of the social studies curriculum—history education, civic, global, and social issues—the book offers a unique and critical perspective that separates it from other texts in the field. This edition includes new work on race, gender, sexuality, critical multiculturalism, visual culture, moral deliberation, digital technologies, teaching democracy, and the future of social studies education. In an era marked by efforts to standardize curriculum and teaching, this book challenges the status quo by arguing that social studies curriculum and teaching should be about uncovering elements that are taken for granted in our everyday experiences, and making them the target of inquiry.