The last several decades have witnessed an explosion of new empirical research into representations of the past and the conditions of their production, prompting claims that we have entered a new era in which the past has become more “present” than ever before. Contemplating Historical Consciousness brings together leading historians, ethnographers, and other scholars who give illuminating reflections on the aims, methods, and conceptualization of their own research as well as the successes and failures they have encountered. This rich collective account provides valuable perspectives for current scholars while charting new avenues for future research.

As issues of history, memory, and identity collide with increasing frequency and intensity in the classroom and society, the timing is ideal to investigate the impact of these forces on twenty-first-century students. Relying on the theory of historical consciousness, this book presents the results of a comprehensive study conducted with over 600 French Canadian students that examines their narrative views of the collective past. The authors offer new evidence on how young citizens from various regions and ethnocultural groups in Quebec and Ontario think about their national history and what impact education, historical culture, and the “real-life” curriculum of meaningful experiences have on the formation of narration, identity, and historical consciousness.

One of the most important developments of Western civilization has been the growth of historical consciousness. Consciously or not, history has become a form of thought applied to every facet of human experience; every field of human action can be studied, described, or understood through its history. In this extraordinary analysis of the meaning of the remembered past, John Lukacs discusses the evolution of historical consciousness since its first emergence about three centuries ago.

"Remembered Past draws together Lukac's diverse and wide-ranging writings on a variety of interrelated topics. The volume serves at once as an introduction to essential aspects of Lukac's thought and as an indispensable compendium of his most enduring pieces, many of which have until now been uncollected or located in out-of-print volumes." -- Back cover

A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.

A generally acknowledged characteristic of modern life, namely the temporalization of experience, inextricable from our intensified experience of contingency and difference, has until now remained largely outside psychology's purview. Wherever questions about the development, structure, and function of the concept of time have been posed - for example by Piaget and other founders of genetic structuralism - they have been concerned predominantly with concepts of "physical", chronometrical time, and related concepts (e.g., "velocity"). All the contributions to the present volume attempt to close this gap. A larger number are especially interested in the narration of stories. Overviews of the relevant literature, as well as empirical case studies, appear alongside theoretical and methodological reflections. Most contributions refer to specifically historical phenomena and meaning-constructions. Some touch on the subjects of biographical memory and biographical constructions of reality. Of all the various affinities between the contributions collected here, the most important is their consistent attention to issues of the constitution and representation of temporal experience.

"Here is a book that I can strongly recommend for a variety of reasons. It is well written, it is scholarly, but its greatest appeal lies in the posing of an important question and in the offering of a satisfying (to this reviewer, at least) answer."ÑJournal of Historical Geography "This is an intriguing and stimulating study of historical differences in the indigenous historiography of parts of Asia, the Middle East, and Europe."ÑAmerican Anthropologist."

Who were the Native Americans? Where did they come from and how long ago? Did they have a history, and would they have a future? Questions such as these dominated intellectual life in the United States during the nineteenth century. And for many Americans, such questions about the original inhabitants of their homeland inspired a flurry of historical investigation, scientific inquiry, and heated political debate. History's Shadow traces the struggle of Americans trying to understand the people who originally occupied the continent claimed as their own. Steven Conn considers how the question of the Indian compelled Americans to abandon older explanatory frameworks for sovereignty like the Bible and classical literature and instead develop new ones. Through their engagement with Native American language and culture, American intellectuals helped shape and define the emerging fields of archaeology, ethnology, linguistics, and art. But more important, the questions posed by the presence of the Indian in the United States forced Americans to confront the meaning of history itself, both that of Native Americans and their own: how it should be studied, what drove its processes, and where it might ultimately lead. The encounter with Native Americans, Conn argues, helped give rise to a distinctly American historical consciousness. A work of enormous scope and intellect, History's Shadow will speak to anyone interested in Native Americans and their profound influence on our cultural imagination. “History’s Shadow is an intelligent and comprehensive look at the place of Native Americans in Euro-American’s intellectual history. . . . Examining literature, painting, photography, ethnology, and anthropology, Conn mines the written record to discover how non-Native Americans thought about Indians.” —Joy S. Kasson, Los Angeles Times

This vibrant new collection edited by Viviane Gosselin and Phaedra Livingstone explores the central role of museums as memory keepers and makers. The idea of historical consciousness – how our conception of the past informs our sense of the present and of the future – is of growing importance for cultural institutions in North America. Using case studies and observations that emerge from a Canadian context, Museums and the Past considers how the modern museum fosters public perceptions of history. Contributors focus on the relationship between historical consciousness and museum practice and reflect on the challenges of transforming museums into dynamic civic labs and meaningful places of memory and learning. The result is an engaging range of perspectives on the contemporary museum’s pedagogical and ethical responsibilities.

On publication in 2012, Dreaming and Historical Consciousness in Island Greece quickly met wide acclaim as a gripping work that, according to the Times Literary Supplement, “offers a wholly new way of thinking about dreams in their social contexts.” It tells an extraordinary story of spiritual fervor, prophecy, and the ghosts of the distant past coming alive in the present. This new affordable paperback brings it to the wider audience that it deserves. Charles Stewart tells the story of the inhabitants of Kóronos, on the Greek island of Naxos, who, in the 1830s, began experiencing dreams in which the Virgin Mary instructed them to search for buried Christian icons nearby and build a church to house the ones they found. Miraculously, they dug and found several icons and human remains, and at night the ancient owners of them would speak to them in dreams. The inhabitants built the church and in the years since have experienced further waves of dreams and startling prophesies that shaped their understanding of the past and future and often put them at odds with state authorities. Today, Kóronos is the site of one of the largest annual pilgrimages in the Mediterranean. Telling this fascinating story, Stewart draws on his long-term fieldwork and original historical sources to explore dreaming as a mediator of historical change, while widening the understanding of historical consciousness and history itself.