Anonymous's Response

Like Sam Wineburg, Stephane Levesque clearly aligns with the idea of the “threshold concept” in learning history. In order for students to really understand the past, they must learn two different types of thinking: 1) the content knowledge and 2) the central knowledge, the knowledge of how to do research and putting pieces of disparate evidence together. Levesque understands that this disciplinary approach toward students learning requires inherently specified knowledge, developed through education in those methods.
Wineburg places stronger weight on assessment and students’ ability to demonstrate mastery of the skills of professional historians. Wineburg expects that students should notice more or less similar outcomes and connections when presented with the same historical evidence. While Levesque reasons that a more diverse set of conclusions can be drawn from the same evidence.
Levesque’s emphasis on experiential learning not only gives more ownership to students of their own learning but allows for greater possibility of variant conclusions and interpretations. This provides students with a more authentic learning experience and authentic historical debate as historians today do not completely agree with other historians about the historical narrative. Such is the nature of the profession.