Teachers and the Epistemology of History

This edited volume, T eachers and t he Epistemology o f History, begins with a striking observation: that understanding how we know what we know-the epistemology-is often seen as harder in history than in other school subjects.This challenge, argue the editors, is exacerbated by the multiple and often contradictory aims of history education-like promoting national cohesion and the ability to engage critically with historical evidenceeach with different assumptions about what history is and for.The nineteen chapters of this book explore how history teachers respond to this tension, in ways both intentional and unintentional.