@article{oai:nagoya.repo.nii.ac.jp:00017582,
 author = {斎藤, 夏来 and SAITO, Natsuki},
 journal = {名古屋大学附属図書館研究年報},
 month = {Mar},
 note = {Why is it necessary to teach history in the limited time a vailable at elementary, junior high, and high schools? In the field of pedagogy, which seeks to raise such questions, the “history as a social study”approach has been proposed as a method of pursuing debate over content, general abstraction over individual specificities, and educational goals over academic goals. This movement voices misgivings about the risk of educational standards in historical research and education regressing to Hegel’s stages or an Kokoku shikan (the historical view of the Imperial Japan). What can be done to address this? History as a social study criticizes the approach to teaching that presents descriptive overviews of history in textbooks without considering whether this approach is correct; instead, it asserts the need for the deconstruction of such overviews of history. What is really needed is the restoration of innate thought in overviews of history. This paper proposes a project that compares textbook descriptions with unpublished materials held at university libraries that are widely available to researchers other than historians and examines possible avenues for restoring“thought in overviews of history” that can be implemented in the classroom.},
 pages = {39--51},
 title = {歴史教育と古文書},
 volume = {11},
 year = {2014}
}