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  1. (2 other versions)Truth and Method.H. G. Gadamer - 1975 - Journal of Aesthetics and Art Criticism 36 (4):487-490.
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  • (2 other versions)An Essay on Metaphysics.R. G. Collingwood - 1940 - Oxford, England: Oxford University Press UK. Edited by Rex Martin.
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  • The Idea of History.R. G. Collingwood - 1946 - Les Etudes Philosophiques 17 (2):252-253.
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  • (1 other version)An Essay on Metaphysics.R. G. Collingwood - 1941 - Philosophy 16 (61):74-78.
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  • (1 other version)An Essay on Metaphysics.R. G. Collingwood - 1941 - Mind 50 (198):184-190.
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  • An Essay on Metaphysics.C. J. Ducasse - 1941 - Philosophical Review 50 (6):639.
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  • The Idea of History.Arthur E. Murphy - 1947 - Philosophical Review 56 (5):587.
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  • (1 other version)Validity in interpretation.E. D. Hirsch - 1967 - Revue Philosophique de la France Et de l'Etranger 160:493-494.
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  • Hermeneutics and the Voice of the Other: Re-Reading Gadamer's Philosophical Hermeneutics.James Risser - 1997 - State University of New York Press.
    Elucidates the major components of Gadamer's philosophical hermeneutics found in his later work.
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  • Hermeneutics and Education.Shaun Gallagher - 1992 - State University of New York Press.
    A study of the interface between philosophical hermeneutics and the philosophical theory of education, yielding a hermeneutical approach to education--an approach that calls into question the current models of educational experience and ...
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  • Validity in Interpretation.George Dickie - 1967 - Journal of Aesthetics and Art Criticism 26 (4):550-552.
    By demonstrating the uniformity and universality of the principles of valid interpretation of verbal texts of any sort, this closely reasoned examination provides a theoretical foundation for a discipline that is fundamental to virtually all humanistic studies. It defines the grounds on which textual interpretation can claim to establish objective knowledge, defends that claim against such skeptical attitudes as historicism and psychologism, and shows that many confusions can be avoided if the distinctions between meaning and significance, interpretation and criticism are (...)
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  • Validity in Interpretation.Eric Donald Hirsch - 1967 - Yale University Press.
    By demonstrating the uniformity and universality of the principles of valid interpretation of verbal texts of any sort, this closely reasoned examination provides a theoretical foundation for a discipline that is fundamental to virtually all humanistic studies. It defines the grounds on which textual interpretation can claim to establish objective knowledge, defends that claim against such skeptical attitudes as historicism and psychologism, and shows that many confusions can be avoided if the distinctions between meaning and significance, interpretation and criticism are (...)
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  • (1 other version)Validity in Interpretation.E. D. Hirsch - 1967 - Foundations of Language 7 (4):602-605.
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  • Historiography in the Twentieth Century: From Scientific Objectivity to the Postmodern Challenge.Georg G. Iggers - 2005 - Wesleyan University Press.
    A broad perspective on historical thought and writing, with a new epilogue.
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  • (1 other version)Robin George Collingwood.Giuseppina D'Oro & James Connelly - 2020 - Stanford Encyclopedia of Philosophy.
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  • (1 other version)Robin George Collingwood.Giuseppina D'Oro & James Connelly - 2010 - Stanford Encyclopedia of Philosophy.
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  • The psychological basis of historical explanation: Reenactment, simulation, and the fusion of horizons.Karsten R. Stueber - 2002 - History and Theory 41 (1):25–42.
    In this article I will challenge a received orthodoxy in the philosophy of social science by showing that Collingwood was right in insisting that reenactment is epistemically central for historical explanations of individual agency. Situating Collingwood within the context of the debate between simulation theory and what has come to be called “theory theory” in contemporary philosophy of mind and psychology, I will develop two systematic arguments that attempt to show the essential importance of reenactment for our understanding of rational (...)
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  • Historical Empathy in the Social Studies Classroom.Sarah Brooks - 2009 - Journal of Social Studies Research 33 (2):213-234.
    In the field of history education, researchers and practitioners frequently demonstrate a keen interest in historical empathy. However, very little consensus exists concerning the meaning of the term. In an effort to make sense of the continuing debate, this article explores the competing conceptualizations of historical empathy found in the history education literature of the past decade. Discussion of recent theoretical work is coupled with a review of the numerous empirical studies, which have sought to shed light on the various (...)
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  • Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past.Samuel S. Wineburg - 2001
    Demolishes the conventional notion that there is one true history and one best way to teach it. Although most of us think of history and learn it as a conglomeration of facts, for professional historians it is a way of knowing, a method for developing anunderstanding about the relationships of peoples and events in the past.
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  • 'How Good an Historian Shall I Be?': R.G. Collingwood, the Historical Imagination and Education.Marnie Hughes-Warrington - 2003 - Imprint Academic.
    R.G. Collingwood's name is familiar to historians and history educators around the world. Few, however, have charted the depths of his reflections on what it means to be educated in history. In this book Marnie Hughes-Warrington begins with the facet of Collingwood’s work best known to teachers — re-enactment — and locates it in historically-informed discussions on empathy, imagination and history education. Revealed are dynamic concepts of the a priori imagination and education that tend towards reflection on the presuppositions that (...)
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  • The vicissitude of completeness: Gadamer's criticism of Collingwood.Dimitrios Vardoulakis - 2004 - International Journal of Philosophical Studies 12 (1):3 – 19.
    The purpose of this article is to examine Gadamer's criticism of Collingwood's re-enactment. A parallel concern is the evaluation of Collingwood's hermeneutics of history. Given that Collingwood can be read as a hermeneutic thinker, what is the impact of Gadamer's critique of re-enactment? My response to this question focuses on the dual significance of completeness for hermeneutics. The fore-conception of completeness, on the one hand, presupposes meaningfulness. The incompleteness of meaning, on the other hand, shows that the finite human can (...)
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  • Historicity as Methodology or Hermeneutics: Collingwood’s Influence on Skinner and Gadamer.Kenneth B. McIntyre - 2008 - Journal of the Philosophy of History 2 (2):138-166.
    In this paper, I offer both a brief study of Collingwood's conception of historical explanation and epistemological historicity, and an examination of the influence of Collingwood's work on the historical methodology of Quentin Skinner and on Gadamer's hermeneutic philosophy. Collingwood's work on the philosophy of history manifests a tension between the realist implications of the doctrine of reenactment and the logic of question and answer on the one hand, and, on the other, the constructionist tendency of the rest of his (...)
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  • Explanation in history and the teaching of history.W. H. Burston - 1954 - British Journal of Educational Studies 2 (2):112-121.
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