Where have progression models in history gone wrong?

Clio et cetera

The dominant approach at present to defining progression in learning history is to make use of ‘disciplinary’ or ‘second-order’ concepts such as ‘causation’, ‘change’ and ‘evidence’. Sometimes this gets construed as a form of thinking (e.g. ‘causal reasoning’ or ‘evidential thinking’), and at others as a set of skills to be practised. Now I do not want for one moment to suggest that these concepts are not important: to the contrary, getting better at history means learning a great deal about different forms of causal argument, about ways in which change and continuity can be held in tension in narrative or how different types of source might be interrogated to provide evidence that can be deployed in argument. What I do want to suggest, however, is that the process by which these disciplinary concepts have been elicited from the discipline and converted into progression models relies on a flawed logic…

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