Abstract
Encouraging students towards an informed yet independent stance of critical reflection requires a delicate balancing act. This chapter explores a range of strategies, from direct teaching about questions of historical epistemology to the creation of opportunities for students to discover and wrestle with such questions for themselves. It argues that every stage of the tertiary history curriculum should include stimulus for original, independent, critical and creative reflection, room for discovery, and a safe space for trial and error, re-evaluation and growth.
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Russell, P. (2018). TLO 8: Identify and Reflect Critically on the Knowledge and Skills Developed in the Study of History. In: Clark, J., Nye, A. (eds) Teaching the Discipline of History in an Age of Standards. Springer, Singapore. https://doi.org/10.1007/978-981-13-0047-9_17
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DOI: https://doi.org/10.1007/978-981-13-0047-9_17
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