ABSTRACT
E.H. Carr (1961), in his classic book What Is History?, argues that the primary role of the historian is to ask ‘why?’ In this sense causal reasoning lies at the heart of studying history. As a concept, causal reasoning can appear deceptively simple. It is not enough, however, simply to list a series of events that led to another event; students need to understand that causal reasoning involves explanation and argument about the relationships between events, and between individual actors and more impersonal structures. The fact that it involves consideration of motives and intentions, as well as of unintended consequences, means that it requires a very sophisticated level of reasoning – some of which may appear counter-intuitive. This chapter explores what we know about the assumptions young people make about causation, the way in which their understanding develops, and the kind of teaching strategies and analogies that can support this development.
