‘The key question
may be whether history is for the transmitting and
acceptance of values or, primarily, for their examination
and understanding.’ |
Slater, J. (1989)
Guardian, 25 April. |
‘The child should be
brought to realise the solidarity of mankind and to have a
feeling of community, indifferent to class or nation or
race.’ |
Drummond, H. (1929)
History in Schools: 81. |
‘History, properly
taught, can help men to become critical and humane, just as
wrongly taught it can turn them into bigots and fanatics.’ |
Christopher Hill
(historian) (1953)
Suggestions on
the teaching of history, Paris, UNESCO: 9. |
‘The history class
has a utilitarian function, for it is now designed to
prepare students to live in a world of changing paradoxes.
The teaching of history now requires a concern for
behavioural objectives. To help ease social tensions,
teachers of history are expected to concern themselves with
the affective domain as well as with cognitive skills. The
concern for behavioural, procedural, and substantive values
leads teachers of history into regions they had formerly
avoided in many of their classes. |
P.D. Thomas (1970)
The teaching of history in the US in the era since the
sputnik, Teaching History, Vol. 1, No. 3: 281. |
‘History teaches many useful skills –
information gathering, problem solving, the public
presentation of arguments and assessments. But that should
be secondary to the broader objective of discovering how we
were and how we got to where we are. It is not my aim to
turn out tunnel-visioned computer operators concerned only
about where their next Porsche is coming from. I seek to
awaken in my students an open minded broad visioned
humanity, informed by a love of learning, a love of ideas, a
love of books, a love of argument and debate. |
J. Richards
(academic, Lancaster University) (1989) Independent,
8 April. |
‘It’s not about skills but understanding
and there is only a loose link between skills and
understanding.’ |
Peter Lee, HTEN Conference, Homerton
College Cambridge, 12 July 2000. |
‘History now is about learning
to manage complex subjects and manipulate data.’ |
Rollison, D.,
University of Durham History Dept, quoted in Daily
Telegraph, 29 October. |
‘History can help to develop a passionate
drive for clarity, fair mindedness, a fervour for getting to
the bottom of things, for listening sympathetically to
opposing points of view, a compelling drive to seek out
evidence, a devotion to truth as against self-interest.’ |
Paul, R.
(1998) Quoted in ‘Turning the tables’, MacBeath, J.,
Observer, 22 February.
|
‘History is above all else an argument. It is an argument
between different historians, and perhaps, an argument
between the past and the present, an argument between what
actually happened and what is going to happen next.
Arguments are important; they create the possibility of
changing things.’ |
Arnold, J. (2000)
History: a very short introduction, Oxford, Oxford
University Press. (p. 13) |
‘The
Greek word which has become ”history” originally meant “to
enquire”, and more specifically, indicated a person who was
able to choose wisely between conflicting accounts.1 |
Arnold, J. (2000)
History: a very short introduction, Oxford, Oxford
University Press. (p. 18) |
‘The
reason for teaching history is not that it changes society,
but that it changes pupils; it changes what they see
in the world, and how they see it…. To say someone has
learnt history is to say something very wide ranging about
the way in which he or she is likely to make sense of the
world. History offers a way of seeing almost any substantive
issue in human affairs, subject to certain procedures and
standards, whatever feelings one may have.’
|
Lee, P.
(1992) ‘History in school: aims, purposes and approaches. A
reply to John White’, in Lee, P, Slater, J. Walsh, P. and
White, J., The aims of school history: the National
Curriculum and beyond, London, Tufnell Press (p. 23-4). |
‘The
historical consciousness of these children matters because
these children are human beings. History teaches us the
meaning of humanness. These pupils, too, can experience the
awe and the humility that a disciplined, stretching study of
the past confers.’
‘sharing
the vision for bringing historical knowledge and historical
thinking to everyone, whether plumber, politician or
policeman… because they are future citizens… because they
are human beings.’
‘If neither adequate time nor specialist
teaching is available, the alternatives are bleak. Are
Martin and Geoffrey to receive some lesser version, with
lower standards of subject rigour, just because they are
‘less able’? Are they to receive some diluted ‘history’, a
hasty gallop through a few random landmarks with no time to
make meaning, let alone remember anything? Or are they
perhaps to receive the other extreme – some quixotic mix of
intriguing vignettes but without any context of wider
stories or trends?’
(Why all
pupils, including those of lower ability, should study
history). |
Counsell,
C. (2006), Times Educational Supplement, 17 February. |
‘Citizenship or PSE cannot replace history, no matter how
well taught. These “subjects” can do much good work and I do
not dismiss the achievements happening in their name. But
they are not formal fields of enquiry with rules of
evidence, with standards for establishing truth claims and
with structures for establishing what counts as knowledge.
They are not disciplines.’ |
Counsell,
C. (2006), Times Educational Supplement, 17
February.study history) |
‘Many
stories are told, and they may contradict, compete with or
complement one another, but this means that students should
be equipped to deal with such relationships, not that any
old story will do… students who understand sources as
information are helpless when confronted by
contradictory sources. |
Lee, P. and Ashby, R. (2000)
Progression in historical understanding amongst students
aged 7-14, in P. Stearns, P. Seixas and S. Wineburg (eds)
Knowing, teaching and learning history, New York, New
York University Press: 200.
|
‘History
is highly relevant to us all and has an important job to
play. Arguably it is so relevant to understanding our
contemporary world that there is a strong case it should be
compulsory to the age of 16, and in various guises, even
beyond.’ |
HMI (2005) Taken from the
Annual Report of Her Majesty’s Chief Inspector for Schools
2004/5, section relating to history in secondary
schools. |
‘History’s main contribution to the UK’s democracy has
always been its plurality and unpredictability – different
historians coming at events and people from different
perspectives, using evidence critically and with integrity,
and presenting different views. Above all, history needs to
provide young people with the ability to make up their own
minds.’ |
HMI (2005) Taken from the
Annual Report of Her Majesty’s Chief Inspector for Schools
2004/5, section relating to history in secondary
schools. |
‘Textbooks… keep students in the dark about the nature of
history. History is furious debate informed by evidence and
reason, not just answers to be learned.’ |
James W. Loewen (200x) Lies
my teacher told me, introduction: 4. |
‘The aim
of the historian, like that of the artist, is to enlarge our
picture of the world, to give us a new way of looking at
things.’
|
James Joll, quoted by John
Simkin (2006) TES Online Forum. |
‘Those
who cannot remember the past are condemned to repeat it.’
|
George Santayana |
‘History
holds the potential, only partly realised, of humanising us
in ways offered by few other areas in the school
curriculum.’ |
Wineburg, S. (2001)
Historical Thinking and other unnatural acts,
Philadelphia, Temple University Press, 5. |
The
skills which are traditionally fostered through history,
such as imagination, empathy, critical judgement and
analytical ability, are all essential to the development of
an anti-racist perspective.’ |
Historical Association (1989)
Submission to the working party on the National Curriculum,
February. |
‘The
belief that history can, in itself, eliminate prejudice
either in society or in individuals is unrealistic. Whatever
decisions about content are taken, they will go for naught
unless they are founded firmly on the skills of historical
thinking with their insistence on the absolute necessity of
having evidence to support statements made about individuals
or groups. Thus, correct historical thinking is the
implacable enemy of unexamined and stridently asserted
stereotypes. Historical skills may not open closed minds,
they may plant a nagging grain of doubt in them. Historical
skills will not eradicate prejudice or create universal
toleration; related to appropriate content, they can at
least make some considerable contribution towards giving
tolerance an intellectual cutting edge to challenge
prejudice.’ |
HMI (1985) History in the
primary and secondary years, London, HMSO: 32. |
‘We cannot be surprised that
some within the next generation do not value our
parliamentary democracy if they know nothing of the English
civil war, do not vote if they are not taught about the
struggles to widen the franchise, and do not value any
authority figures if they are not told the inspiring tales
of the national heroes of our past’. |
Tim Collins
(as Shadow Secretary of State for Education) (2005) Address
to National Catholic Heads Conference, 27 January. Online at
http://www.guardian.co.uk/education/2005/jan/27/schools.uk3,last
accessed 21 August 2008. |
‘History
education should have as its goal the development of free
individuals capable of independent democratic and socially
responsible judgment, rather than overt or covert
indoctrination…. A new historical awareness
is needed today so that we can understand how the world
arrived at its present state, how to build bridges across
past and present divisions, how to articulate an
understanding and appreciation for cultural differences, and
how to make the world a better and safer place in which to
live.’ |
International
Society for History Didactics (2007)
http://www.int-soc-hist didact.org/. |