Agora 2015-1 Philosophy and History

Philosophy and History | Agora vol. 50 no. 1 (2015)

	Philosophy and History Agora vol. 50 no. 1 (2015) Download the complete issue

INTRODUCTION/EDITORIAL
	Editorial Alan Tiller President's Introduction Ashley Wood
SUNGRAPHÔ Original research
	History, the Philosophy of History and History Education Tyson Retz, PhD Candidate, The University of Melbourne How thinking on the nature of history has influenced its learning and teaching.
THEMA Reflections on the theme
	An Academic Historian’s Heresy Assoc. Prof. Adrian Jones, La Trobe University Why history scholarship and teaching matter as much as history research.
	Another Country Bryan Cooke, Melbourne School of Continental Philosophy A truly democratic civic education allows us contact with traditions and ideals that are not our own.
	Habermas’s Three Forms of Knowledge, Active Citizenship, and the Australian (History) Curriculum Dr Heather Sharp, University of Newcastle An introduction to incorporating informed and active citizenship into history using Habermas’s theory.
	Philosophy in the History Classroom May Leckey, The University of Melbourne When doing philosophy in the history classroom, other worlds are possible.
	Marx, Philosophy and History Andrew Pyrcz, Lyndale Secondary College Karl Marx’s name may be well known, but his philosophy—a materialistic conception of history underpinned by a critique of the bourgeois epoch—is little understood, often buried beneath the history of Stalinism.
PRAKTIKOS Teaching ideas
	‘In its own Nature, Bad.’ Slavery and the Enlightenment Project Luke Cashman, Penleigh and Essendon Grammar School Usually held up as the beacon of liberty and equality, the Enlightenment project had a complex relationship with the thriving slave trade of the eighteenth century.
	Historical Inquiry with Philosophy May Leckey, The University of Melbourne Incorporating reflective thought into historical inquiry can make classes a continuous search for meaning and decision-making.
	Building Engaging Teaching Materials with Primary Sources Ella Holmes, La Trobe University student Archival sources can form the basis of rich teaching materials for secondary students, as shown in this resource for a unit of work based on a street near a Melbourne school.
	Using Songs to Teach WWI Mark Riggs, Maffra Secondary College The hundredth anniversary of the Gallipoli landing has seen history teachers inundated with resources. Some are great for the classroom, and others just out to make money.
KRITIKOS Reviews
	Reviews Australian History in 7 Questions by John Hirst Reviewed by Nick Frigo, Santa Maria College Becoming a History Teacher – Sustaining Practices in Historical Thinking and Knowing by Ruth Sandwell and Amy Von Heyking (eds) Reviewed by Jane Moylan, pre-service teacher at Australian Catholic University Stories from a Starry Summer Night Ray Watson Reviewed by Phillip O’Brien, Minaret College