Interacting with history: reflections on philosophy and the pedagogy of dance history

This article addresses some of the key debates drawn from the philosophy of history and the field of general historiography. The significance of the research is that these are then made pertinent to the study of dance. The research enquiry cohered around issues such as the rationale for teaching history; the instability of historical knowledge; the role of the historian and the relationship between substantive content and historical methods. Suggestions are made for how pertinent activity is or can be utilised in the classroom/studio.