Types of knowledge in a history curriculum

Clio et cetera

In my previous post I focused on ability statements (which take the form “pupils can x”) and argued that it is problematical to incorporate these into progression models where the ability statement is left at a general level. A statement such as “pupils can construct causal arguments” is not a meaningful addition to a progression model as one’s ability to construct causal arguments (or deploy evidence or critique interpretations) is context-specific. It is clear to me, however, that we can specify certain kinds of knowledge that can contribute towards a pupil’s ability in history and on which we might focus our teaching efforts.

At this point we need to unpack a few distinctions. Within philosophy of mind, there is an interesting question concerning the difference between ‘know-that’ and ‘know-how’. Know-that concerns declarative propositions: knowing that something is the case. Know-how concerns procedural knowledge: knowing how to do…

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