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By B. L. Molyneaux, P. G. Stone

The provided earlier examines the diversities among the relatively static means faculties, museums and historical organisations current the earlier and how modern archaeologists method it. The publication demanding situations the illustration of the earlier as whatever comprehensive, understood and target, instead of whatever that's "constructed" and for this reason open to co-existing interpretations and relentless reinterpretation.

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Extra resources for The Presented Past: Heritage, Museums and Education

Sample text

Localizing research and education in archaeology may also be necessary simply to maintain a sense of identity within a society at large. Recent research in mass education and national curricula (Benavot, Cha, Kamens, Meyer & Wong 1991) has found a marked similarity in primary school curricula throughout the world, in spite of variations in culture (and therefore inconsistent with functionalist and historicist theories about the nature and development of national curricula (Benavot, Cha, Kamens, Meyer & Wong 1991, pp.

22; Nzewunwa Ch. 18). The unifying factor in all of these projects is the use of authentic historic artefacts as stimuli for creative work that encourages children to begin to understand the reasons why archaeologists and others value the past rather than simply to learn dates and ‘facts’ and visit ‘treasures’ behind glass cases. Previous studies of the advantages of teaching within such a creative ‘hands-on’ experimental framework have in the main failed to make a direct comparison between their success and a more didactic approach (Olofsson 1979).

Some of the following chapters outline the history (if any) of such arguments (see, for example, Corbishley & Stone Ch. 27; Podgorny Ch. 29; Zimmerman, Dasovich, Engstrom & Bradley Ch. 25) and some (Dahiya Ch. 20) set out methodological arguments for teaching about the past with the help of archaeological information. A few (Devine Ch. 34; Planel Ch. 14; and see Blancke & Slow Turtle Ch. 31; White & Williams Ch. INTRODUCTION: A FRAMEWORK FOR DISCUSSION 19 4) actually begin to address why and how the way the past is taught should be extended.

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