iiinova — where your digital self keeps evolving

ArthurJChapman @arthurjchapman.bsky.social · 06/10/2026

Come and work with us @ioe.bsky.social to work with teachers to help counter conspiracy theories and dis/mis/information in classrooms and students’ worlds? www.ucl.ac.uk/work-at-ucl/...

121

ArthurJChapman @arthurjchapman.bsky.social · 06/10/2026

Just picked up a graphic novel about an historian national hero in the equivalent of Smiths in Paris Est. Imagine a world where that could happen in an English railway station… @apf102.bsky.social

261

Reposted by ArthurJChapman

Schools History Project - SHP @1972shp.bsky.social · 28/09/2026

And our SHP Understanding event on Teaching History through an Emotional Lens, takes place on October 10th at the British Library. There are only 5 tickets left (and a waitlist) so grab 'em while you can! www.eventbrite.co.uk/e/1999746782...

144

Reposted by ArthurJChapman

Schools History Project - SHP @1972shp.bsky.social · 28/09/2026

Our Yorkshire History Forum will be in Northallerton where our regional adviser @petejackson.bsky.social will be hosting primary and secondary teachers of history on November 16th. Free tickets (thanks Arete Learning Trust!) available here www.eventbrite.co.uk/e/2001582693...

175

Reposted by ArthurJChapman

Schools History Project - SHP @1972shp.bsky.social · 28/09/2026

So much going on from @1972shp.bsky.social at the moment! Regional forums popping up all over the place, a superb SHP Understanding event coming soon at @britishlibrary.bsky.social and resources being developed from older projects!

166

ArthurJChapman @arthurjchapman.bsky.social · 24/09/2026

Come and work with us @ioe.bsky.social in @cpaucl.bsky.social? Deadline, 1st October. www.ucl.ac.uk/work-at-ucl/...

000

Reposted by ArthurJChapman

Alex Ford @apf102.bsky.social · 23/09/2026

Hi #historyteacher people. I am hurtling towards PhD research deadlines and looking for any TEACHERS and PUPILS who might help out by completing a survey about GCSE American West. Aim is to explore pupil metanarratives about Indigenous peoples and US expansion. Thread has more on the surveys.

static.klipy.com

Doc Brown Stoked on Train - Back to the Future

ALT: Doc Brown Stoked on Train - Back to the Future

1814

Reposted by ArthurJChapman

Schools History Project - SHP @1972shp.bsky.social · 18/09/2026

We have nearly sold out our SHP Understanding event on Teaching History through an Emotional Lens, at the British Library on Saturday October 10th! But there are still some tickets left from www.eventbrite.co.uk/e/shp-unders... come and join us for a really inspiring afternoon.

165

ArthurJChapman @arthurjchapman.bsky.social · 15/09/2026

Rather than empathetic aspects of multiperspectivity (what I call 'decentering') I focus on 'decision' in history-making - in homage to @marnieh-w.bsky.social's work on historiographies. Histories become about decisions & visions, and reflection on them, I hope, them enables questioning & revision.

010

ArthurJChapman @arthurjchapman.bsky.social · 15/09/2026

I've made use of a powerful question asked once by @uclhistory.bsky.social colleague Dr David Sim in the article ('What do we see and what do we miss when we focus on...?'). Hope that's useful to history educators - @freereed59.net @danlyndon.bsky.social @apf102.bsky.social @nickdennis.bsky.social

132

ArthurJChapman @arthurjchapman.bsky.social · 15/09/2026

Thanks to @polypartist.bsky.social for permission to reproduce the powerful Peterloo book front cover designs in the article and to @jenturnerhistory.bsky.social and others with whom I've collaborated on historical interpretation over the years for the inspiration! 2/4

130

ArthurJChapman @arthurjchapman.bsky.social · 15/09/2026

Delighted 2 say that the article I mentioned has been published by @coe.int today. It's about multiperspectivity &agency in historical interpretations. Will be of interest 2 @royalhistsoc.org @histassoc.bsky.social @htenuk.bsky.social @1972shp.bsky.social and others. www.coe.int/en/web/obser... 1/4

221

Reposted by ArthurJChapman

Emmy @msquinnhistory.bsky.social · 07/09/2026

Oh wow! I would think @danlyndon.bsky.social may have some ideas. This looks amazing.

062

Reposted by ArthurJChapman

Ali Messer @freereed59.net · 09/09/2026

See this thread for ideas about learning opportunities once you have these! (Starts as Bayeux Tapestry thread then links to work by @jenturnerhistory.bsky.social and @arthurjchapman.bsky.social ) bsky.app/profile/msqu...

021

ArthurJChapman @arthurjchapman.bsky.social · 07/09/2026

A real triumph @1972shp.bsky.social this summer, Dan, I agree! Like you, I'll still thinking through the very powerful ideas that the conference shared (I'm blown away by @profdanhicks.bsky.social book, not least!). Thank you for curating this powerful learning experience for us all so expertly!

031

ArthurJChapman @arthurjchapman.bsky.social · 06/09/2026

Indeed! Amazing how many forks in the round there can be! If this then… then… then…

020

ArthurJChapman @arthurjchapman.bsky.social · 06/09/2026

Thanks Ali! Always good to be reminded... Nice to think of the Tapestry as a kind of graphic novel. It's certainly not far from being a story board / (hi)story board. These issues all apply I reckon (from the materials developed with @jenturnerhistory.bsky.social)....

131

ArthurJChapman @arthurjchapman.bsky.social · 06/09/2026

Honoured and delighted to say that I expect to have something available online and open access from @coe.int soon on teaching related matters that draws on some of this material and linked ideas. I'll keep quiet about when till we have the big reveal / drum rolll soon (watch this space!). 4/4

121

ArthurJChapman @arthurjchapman.bsky.social · 06/09/2026

Hello Ali. Don't know about this particular book. @jenturnerhistory.bsky.social & I did something with Robert Poole & @polypartist.bsky.social about the Peterloo graphic novel a few year's ago. The approach we developed could be used in Primary & adapted 2 any example or the the tapestry itself. 1/4

121

ArthurJChapman @arthurjchapman.bsky.social · 03/09/2026

History, projection, presentism… Balakrishnan, 2000: 261.

Quotation from the Verso book on Schmidt (p261 paragraph 2) about history and presentism.

000

ArthurJChapman @arthurjchapman.bsky.social · 03/09/2026

Catching-up with this (a generation on from publication…). The phrase ‘intellectual invalid’ (p.261) resonates - marvellous double-meaning: (1) wounded in the battle of ideas, forced to withdraw from the fray, etc; & (2) someone whose logic no longer compels…

Image of the cover of a Verso books intellectual biography of Carl Schmidt.

100

Reposted by ArthurJChapman

Mark Crail @markcrail.bsky.social · 20/08/2026

*Time to register* Chartism Day 2026, Warwick, Saturday 19 September All welcome www.eventbrite.co.uk/e/chartism-d...

079

ArthurJChapman @arthurjchapman.bsky.social · 27/08/2026

Second, for me, a powerful set of papers exploring forms and limits of decolonisation. Grounds for both optimism and pessimism but I think that, taken together, the papers pointed, at least, to potential ways forward. #HEIRNET26 2/3

010

ArthurJChapman @arthurjchapman.bsky.social · 27/08/2026

A fascinating range of papers @heirnet.bsky.social yesterday! Such a shame one cannot only be in one place at a time! 1st up 4 me a series of papers that all talked to epistemics, hermeneutics & politics in presenting the past in different ways. #HEIRNET26 1/3

120

ArthurJChapman @arthurjchapman.bsky.social · 26/08/2026

Exciting to be getting ready for the start of @heirnet.bsky.social 2026 at the Universita Delga Studi di Padova this morning. Over 150 papers from history educators around the world.

171

ArthurJChapman @arthurjchapman.bsky.social · 26/08/2026

Sounds great @freereed59.net! Clare was a great recorder of fiddle parts and songs. His dad was a renowned fiddle-player I believe.

010

Reposted by ArthurJChapman

Kim A. Wagner @kimatiwagner.bsky.social · 11/08/2026

One of the fundamental flaws in the way that atrocity is often studied is that we tend to ask how perpetrators could bring themselves to do something so self-evidently wrong - when the question really ought to be how killing unarmed men, women and children came to be seen as the *right* thing to do

1153

ArthurJChapman @arthurjchapman.bsky.social · 13/08/2026

Have 2 ask her I think! @marnieh-w.bsky.social? I expect ‘Anticipate challenges with modal language & don’t expect much sense from the counterfactual!’ Given - as Megill has argued - that all historival explanation is tacitly counterfactual, this doesn’t bode well 4 the history that you’ll get.

010

ArthurJChapman @arthurjchapman.bsky.social · 31/07/2026

It's wider than that I'd say - applies to any kind of flagger-swagger self-delusions. We should beware of believing our own propaganda... Pride comes before a fall... etc. Rather a fine piece, as well as a very resonant one in our polemical times.

110

ArthurJChapman @arthurjchapman.bsky.social · 17/07/2026

Interesting. The sacred/profane thing sounds very Durkheim. Will take a look!

120

ArthurJChapman @arthurjchapman.bsky.social · 17/07/2026

All that points 2 the need 2 think simultaneously about conceptual/processual dimensions of learning (children's thinking processes & so on) & substantive issues if we want 2 talk seriously about learning history. Hence the priority of knowing (processes that put content 2 work) over knowledge. 6

000

ArthurJChapman @arthurjchapman.bsky.social · 17/07/2026

Going back 2 Forster, if we want 2 move 2 something like 'The kind died & then the queen died of grief' we R getting in2 explanation as well as causality & (who knew according 2 the Hirschian proposition 4 which the substantive's all) decades of research on children's thinking about explanation. 5

120

ArthurJChapman @arthurjchapman.bsky.social · 17/07/2026

Note that this is before we've go any distance into anything resembling meaningful history (the 'and then' is not much of a link - at best it gives you 'Chronicle' and not 'history' proper). Knowledge-richness without discipline doesn't (then) get you off the floor, history-wise. 4

130

ArthurJChapman @arthurjchapman.bsky.social · 17/07/2026

So even your base line minimal micro-unit of narrative ENTAILS conceptual learning. The 'narrative' vs 'conceptual learning' binary is, then, vacuous & untenable, as is, by the same token, any notion that U can teach 'knowledge' without what are misdescribed as skills (so much for Gove & Gibb). 3

242

ArthurJChapman @arthurjchapman.bsky.social · 17/07/2026

If U want 2 move 2 'The king died & then the queen died' U can't do so a-conceptually, since we've now a temporal link. We know, from decades of research, that temporal links relate 2 *children's ideas about time*. Those include misconceptions. U *needs must* focus on conceptual issue 2 teach well.

120

ArthurJChapman @arthurjchapman.bsky.social · 17/07/2026

To use the example I shared at SHP last year from E.M.Forster's Aspects of the Novel (1927). Facts alone can only yield singular factual propositions - such as 'The king died' and 'The queen died.' That is not even a narrative yet. 2

130

ArthurJChapman @arthurjchapman.bsky.social · 17/07/2026

The folly in my view is focusing on a mythical 'substantive knowledge' without any conceptual glue & positing concept-less 'narrative' as if that could substitute. You cannot have knowledge without second-order conceptual architecture. The minute you have the latter you have the need to teach it. 1

140

ArthurJChapman @arthurjchapman.bsky.social · 16/07/2026

Thanks @freereed59.net! we have six books in our series now - many of them seeking to show that, whatever else it is, taking knowing seriously is not about traditionalism. The future is not about blazers and channelling the 1950s. New worlds are waiting to be made. uclpress.co.uk/book-series

uclpress.co.uk

010

ArthurJChapman @arthurjchapman.bsky.social · 16/07/2026

My intro to this book is mostly about that. The book is open access. uclpress.co.uk/book/knowing...

uclpress.co.uk

110

ArthurJChapman @arthurjchapman.bsky.social · 16/07/2026

Knowing is always more important than knowledge. Reifying history as information (the Hirschian knowledge-rich position) was an avoidable mistake and simply inverted 21st century skills genericism (OECD, etc).

154

ArthurJChapman @arthurjchapman.bsky.social · 12/07/2026

Thanks @willbarbertaylor.bsky.social! Great to know! Daniel and I really enjoyed our discussions also! Thank you for your contributions!

020

ArthurJChapman @arthurjchapman.bsky.social · 12/07/2026

“What makes gr8 history is where we should start because AI doesn’t make gr8 history at the moment’ @marnieh-w.bsky.social argued; & it’s history teachers who R best placed 2 surface problems in AI accounts & help students become critical readers of AI, able 2 think about what it’s doing. #SHP26 3/3

020