PHILOSOPHER Daniel Dennett once remarked, There's nothing I like less than bad arguments for a view that I hold dear. After reading Kevin St. Jarre's article, Reinventing Social Studies, I know exactly how Dennett felt. As an experienced and, I like to think, reform-minded high school social studies teacher, (1) I looked forward to reading and responding to Mr. St. Jarre's plan to improve the field. However, I was disappointed. Rather than reinventing social studies, this article reflects the field's major problems. It recycles stereotypical views of history teachers, confuses chronology with history, and offers a one-dimensional, single-cause explanation for how social studies got into its present sorry state. Ironically, in calling for more social science in our schools, Mr. St. Jarre does not employ any of the conceptual or methodological tools of the social science disciplines. Rather, he offers an argument based on personal anecdotes and undocumented and, on occasion, incorrect assertions of fact. In short, his argument undermines his position. I write as a lifelong social studies educator who is sympathetic to Mr. St. Jarre's call for teachers to use the disciplines to shape instruction but disappointed and distressed by the quality of argument he created to support this stance. Essentially, Mr. St. Jarre makes four points in his article. First, like many critics of the social studies, he argues that our students are unable to remember important facts, recognize key political leaders, identify crucial places on maps, or engage in critical thinking. Second, he asserts that students' ignorance is the byproduct of 90 years of running students like lemmings through a three-year succession of history survey courses, characterized by poor teaching and a systematic wading through facts, figures, and dates. For Mr. St. Jarre, pure history, without any of the other social sciences, is a laundry list, a phone directory, a time line. Consequently, on its own, history cannot offer much of value to future citizens in our democracy. In his third point, Mr. St. Jarre offers a historical explanation for how this situation developed. He claims that a 1916 National Education Association (NEA) Committee essentially gave history control of the curriculum and thus encouraged schools to hire band[s] of historians to teach social History's hegemonic domination of the social studies these past 90 years has prevented other, more relevant social sciences from entering the curriculum, while denying teachers trained in other fields the chance to teach in their areas of expertise. The solution, and Mr. St. Jarre's fourth point, requires us to decrease history's influence in the schools while increasing the social sciences, including civics, economics, and international studies. Let me say from the outset that I share the vision Mr. St. Jarre's article offers of the value of the disciplines for improving the social studies. However, beyond this vision, there is little in this article that recommends it as a case for social studies reform. Further, as a student of social studies teaching, I found little in it that could guide practicing teachers to transform their instruction. In my criticism, I focus on three areas that troubled me most: 1) the absence of evidence to support the claims, 2) the narrow, stereotypical view of history, and 3) the mono-causal explanation offered for the current state of social studies education. Finally, I will briefly try to build on our areas of agreement to offer a clearer picture of how discipline-based teaching might help genuinely reinvent social studies. (2) Absence of evidence. One of the most disconcerting features of an article calling upon teachers to increase the use of the social sciences in their teaching was the total absence of social scientific processes, concepts, or evidence in making its case. Mr. St. Jarre, for example, offered only undocumented assertions to demonstrate that social studies education is failing our students. …