Guided Bibliography for the Traditional Teacher

To go alongside my Guided Bibliography for History Education, I have written a short and selective bibliography for those interested in traditional teaching. It’s very much a first draft and I intend to develop it quite a bit in the next few weeks, so comments and thoughts about additions are most welcome.

You can download the PDF here, or use the link on the right.

5 Comments on Guided Bibliography for the Traditional Teacher

  1. Very helpful and interesting. Not sure the distinction is as absolute. I seem to straddle the two, though no colossus. Has inspired me to buy and will re-read Hirst and Peters!

  2. Thanks so much for this…I plan on sharing with some colleagues and our departmental intern. One suggestion to add is Hannah Arendt, “The Crisis in Education,” (1954), Between Past and Future (New York: Penguin Books, 1977), pp. 170-193. This can also be found on-line at

    An inspirational snippet for the tradtionl teacher:

    Basically we are always educating for a world that is or is becoming out of joint, for this is the basic human situation, in which the world is created by mortal hands to serve mortals for a limited time as home. Because the world is made by mortals it wears out; and because it continuously changes its inhabitants it runs the risk of becoming as mortal as they. To preserve the world against the mortality of its creators and inhabitants it must be constantly set right anew. The problem is simply to educate in such a way that a setting–right remains actually possible, even though it can, of course, never be assured. Our hope always hangs on the new which every generation brings; but precisely because we can base our hope only on this, we destroy everything if we so try to control the new that we, the old, can dictate how it
    will look. Exactly for the sake of what is new and revolutionary in every child, education must be conservative; it must preserve this newness and introduce it as a new thing into an old world, which, however revolutionary its actions may be, is always, from the standpoint of the next generation, superannuated and close to destruction.

  3. Have you thought about adding Dorothy Sayers’ The Lost Tools of Learning?

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