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Byzantium and Education

Sailing to Byzantium

18ke2 • May 21, 2026

Marjorie LaFrance

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Byzantium and Education

The Status of Byzantine Women

18ke2 • May 21, 2026

Tamara Horner, Jessica Paulin, Heather Stackhouse, and Carolyn Stephen

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A Curriculum Compendium

Eight-Year Study

18ke2 • May 21, 2026

John Bosica

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A Curriculum Compendium

The Committee of Ten

18ke2 • May 21, 2026

John Bosica

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A Curriculum Compendium

Hilda Taba

18ke2 • May 21, 2026

John Bosica

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A Curriculum Compendium

Occupations

18ke2 • May 21, 2026

John Bosica

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A Curriculum Compendium

Social Efficiency Movement

18ke2 • May 21, 2026

Yue Peng

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A Curriculum Compendium

Reconceptualization

18ke2 • May 21, 2026

Paul Godden

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A Curriculum Compendium

Reconceptualist Perspectives

18ke2 • May 21, 2026

Paul Godden

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A Curriculum Compendium

The Project Method

18ke2 • May 21, 2026

Victoria Chen

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Categories

  • A Curriculum Compendium 18
  • A History of Science Education in New Brunswick, 1901-1990 11
  • A History of Social Studies Education in New Brunswick, 1901-2000 13
  • Assessing Historical Thinking 8
  • Byzantium and Education 45
  • Historical Mindedness Mentorship Project 16
  • History of Ontario Education 16
  • Subjects in Trinidad and Tobago’s Educational History 14
  • Take Action: Citizenship and Social Studies Projects 31

Latest Posts

A Curriculum Compendium

June 26, 2026 by 18ke2

Thinking Historically About Borden and Canada’s Wartime Choices

June 23, 2026 by 18ke2

Unlocking Historical Perspectives

June 23, 2026 by 18ke2

Historical Perspectives in Five Steps

June 23, 2026 by 18ke2

Continuity and Change in CHC2D

June 23, 2026 by 18ke2

Continuity and Change of the Atomic Bomb

June 23, 2026 by 18ke2

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… We live in a world of ideas, rather than of facts. These ideas are elusive and mutable. They need be approached humbly. Arrogance in pedagogical orientation is dangerous. It limits reflexivity. Educators, who assume to know and venture to teach, do so blindly. Our prior assumptions, unchecked, blind us. Pedagogically, the consequences can be perilous.

 

-T.M.C, ‘Satan or Socrates: The Perils of Excessive Pride in Pedagogy’ (2008, p. 175)

Recent Posts
  • A Curriculum Compendium June 26, 2026
  • Thinking Historically About Borden and Canada’s Wartime Choices June 23, 2026
  • Unlocking Historical Perspectives June 23, 2026
Categories
  • A Curriculum Compendium
  • A History of Science Education in New Brunswick, 1901-1990
  • A History of Social Studies Education in New Brunswick, 1901-2000
  • Assessing Historical Thinking
  • Byzantium and Education
  • Historical Mindedness Mentorship Project
  • History of Ontario Education
  • Subjects in Trinidad and Tobago’s Educational History
  • Take Action: Citizenship and Social Studies Projects
This website features research supported by the Social Sciences and Humanities Research Council of Canada.
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