establishes empathy's origins and function in the practice, teaching and philosophy of history
connects empathy's use in school history to longstanding debates in the philosophy of history concerning the status of history in human knowledge
establishes the link between R.G. Collingwood's philosophy of history and the continental, hermeneutical tradition
begins with a problem encountered in the practice of teaching history and ends by offering a framework for empathy's employment in historical teaching and learning.
