The purposes of school history
Other quotations that in some way argue for or suggest the need for
pupils to do history in schools:
‘It does require some little imagination to realise what the consequences will
be of not educating our children to sort out the differences between essential
and non-essential information, raw fact, prejudice, half-truth and untruth, so
that they know when they are being manipulated, by whom, and for what purpose.’
Longworth, N. (1981)
We’re moving into the information society- what shall we
teach the children?, Computer Education, June:
17-19.
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‘I want the young to be
able to use language with power, precision, subtlety and
nuance, always knowing that words can hurt.’
Gunther Kress, Guardian, 6 November 2004
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“Out of the 40 or so
centuries of human civilisation, the 20th, as we
designate it, was without doubt one of the very worst, a
period during which mankind disgraced itself on a hitherto
undreamed of scale and with maniacal ingenuity.”
Banville, J. (2004) Guardian, 21 February.
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“It’s difficult to change the way you see the world. We take
on a certain view when we are young then spend the rest of
our lives collecting the evidence.”
Andrew Miller, (2001) Oxygen, London, Spectre: 104.
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‘A new situation has
arisen throughout the world created by the spread of
literacy among the people and the miraculous improvement of
the means of communication. Always the opinions of
relatively small publics have been a prime force in
political life, but now, for the first time in history, we
are confronted nearly everywhere by mass opinion, as the
final determinant of political and economic action. Today,
public opinion operates in quite new dimensions and with
new intensities it s surging impact upon events becomes the
characteristic of the current age and its ruin or
salvation.’
Start of 1st page of first edition of the
journal Public Opinion Quarterly 1st volume of
journal: Public opinion Quarterly (on ed. Board, Mr Gallup)
1937
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‘In America, much foreign policy seems contrived to be an
exercise in political theory with no attention to history
whatsoever. Yet there’s a great reverence for history –
though it’s history as thumb-sucking, security
blanket-nibbling self-congratulation.’
Schama, S. (2005)
Observer magazine, 16 October: 10.
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‘The way history is currently taught in schools, jumping
from Hitler to the Henrys, is like a nightmare vision of
Star Wars, where you have episode four before you have
episode one. The sense of going on a journey of chronology
and continuity, is incredibly important to the imagination.’
Schama, S. (2005)
Observer magazine, 16 October: 10.
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“The right answer
approach is deeply ingrained in our thinking. This might be
fine for some mathematical problems which do indeed have one
right answer. The difficulty is that most of life isn’t that
way, it is deeply ambiguous.”
Richard Van Oech, ‘A whack on the side of the head’, 1990.
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‘History is a “crap-detecting” subject’
‘History can be taught in a way which develops pupils’
knowledge and understanding of the substantive past and
helps them to handle information intelligently. It has
been inelegantly described by Postman and Weingartner as a
‘crap-detecting’ subject. It is difficult to think of
another school subject which offers the same potential for
the development of this skill, or (in the age of spin
doctors, media manipulation, soundbite politics and
information overload, any other time in history when it has
been a more precious asset for school leavers to possess.’
Postman, N. and Weingartner, C. (1998) Quoted in ‘Turning
the tables’, MacBeath, J., Observer, 22 February.
Haydn, T. (2004)
History, in J. White (ed.), Rethinking the school
curriculum, values, aims and purposes, London,
RoutledgeFalmer: 101. |
‘Historians are
dangerous people. They are capable of upsetting everything.’
Nikita Khrushchev,
quoted in History in the primary and secondary years, HMI,
London, HMSO (1985)
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‘Oppression does not stand on the doorstep with a toothbrush
moustache and a swastika armband. It creeps up insidiously,
step by step.’
Lord Lane, quoted in
Supple, C. (1994) ‘Teaching about the Holocaust,
Citizenship, Vol. 3, No. 2, 27-8.
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‘Historical thinking is the implacable and enemy of
unexamined and stridently asserted stereotypes…. History
teaching will be a powerful weapon against
indoctrination provided that it constantly insists on the
necessary relationship between statements about people and
available evidence.’
HMI (1985) History in the primary and secondary years,
London, HMSO: 32.
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‘Young people need to be taught to ‘discern between
information and propaganda.’
Blunkett, D. (politician) (1999), Address to Citizenship
Conference, Institute of Education, University of London, 7
July.
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‘Young people need to develop a full understanding of their
roles and responsibilities as citizens in a modern
democracy, and be better equipped to deal with the difficult
moral and social questions that arise in their lives and in
society.’
Blunkett, D. (2000) Quoted in ‘Tomorrow’s Citizens’,
Times Educational Supplement, 1 December.
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‘How would someone adhering to the rules and procedures of
the discipline of history conduct the enquiry into this
matter?’ is the position which helps to guide history
teachers through some of the sensitive areas which
diversity issues sometimes generate.’
Quoted in Arthur, J.
et al. (2001) Citizenship through secondary history,
London, RoutledgeFalmer: p. 107. |
‘Perhaps the biggest single contribution which school
history can make in the area of citizenship and diversity
(and political literacy in general), is to learn not to
accept information at face value, and to develop the skills
to ‘decode’, analyse and assess the validity of the
information they are presented with. Given the ability
which modern technocratic governments (and multi-national
corporations) have to control and ‘spin’ information, it is
not unreasonable to suggest that citizens should be able to
subject the statements of their rulers to the same ‘tests’
and critical scrutiny as any other sources. Can we always
rely on government to tell the truth, the whole truth and
nothing but the truth about, for example, radioactive
leakage from nuclear plant, or whether it is safe to eat
beef? This is not to suggest that our governments are
particularly or unusually wicked, but that one part of
political literacy is the awareness that the nature of
politics is such that full disclosure and transparency is
sometimes difficult, even in liberal democratic societies.
The recent debate over asylum seekers is a good example of
the importance of having citizens who are aware of the
complexities and motives of policy moves in this area.
Teaching pupils to develop an understanding of how
contextual factors can influence the ways in which
information is presented is an important part of producing
politically literate citizens.’
Quoted in Arthur, J.
et al. (2001) Citizenship through secondary history,
London, RoutledgeFalmer: p. 108.
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‘History is being
invented in vast quantities… the world is today full of
people inventing histories and lying about history and
that’s largely because the people who do this are not
actually interested in the past. What they are interested in
is something which will make the punters feel good. At
present it’s more important to have historians, especially
sceptical historians, than ever before.’
Hobsbawn, E. (historian)
(2002) ‘Man of the extreme century’, Observer, 22 September.
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‘It is not a school’s
task to produce good citizens any more than it is to produce
Christian gentlemen. The school does not give people their
political ideals or religious faith but the means to
discover both for themselves. Above all, it gives them the
scepticism to doubt, rather than the inclination to believe.
In this sense, a good school is subversive of current
orthodoxy in politics, religion and learning. Of course, by
placing the emphasis on radical independence of mind, we run
the risk of producing, for example, an intelligent traitor
rather than a stupid patriot. But the risk of failing is
much greater because the result may be a sham democracy in
which citizens do not have the independence to participate’
John Rae, 1973, ‘On
teaching independence’, New Statesman, 21 September.)
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‘Why were there so many
soldiers when there wasn’t a war? Why were there so many
apricot trees in the countryside but never any apricots in
the shops? Why is there fog over the city in the summer? The
questions were not dangerous and Peter had answered easily
enough. Because they are there to protect us. Because we
need to sell them abroad for hard currency that we need.
Because there are many factories working at full capacity…
Angelina was always content with the answers. What stirred
him most was the innocent child’s passive satisfaction, with
responses he knew to be at best plausible evasions. As he
lay awake, fretting in the dark, Angelina’s condition
expanded until it became symptomatic of the whole country.
Could a nation lose its capacity for scepticism, for useful
doubt? What if the muscle of contradiction simply atrophied
from lack of exercise.’
Julian Barnes, (1992) The porcupine, London, Jonathan
Cape: 78.
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‘The strict duty of
every school is to ensure that…every pupil has what I shall
call a grounding. By this I mean an understanding of all
those things which it is necessary to understand in order to
take a properly independent role in the life of our society.
To be such an independent actor, people must be able to read
and comprehend information of divers sorts, otherwise, they
are unable to make properly independent choices about their
jobs, their houses, their everyday purposes, their travel
and so forth. They must be able to make sense of the news
papers, and the spoken words of public life, since how else
can they hold independent, informed attitudes about their
governors, and the political system? A person who lacks such
a grounding, and is therefore unable to take an independent
part in the life of our society, clearly represents a
failure on the part of the school or schools he attended.’
Letwin, O. (1989)
‘Grounding comes first’, in B. Moon, P. Murphy, and J.
Raynor, (eds), Policies for the Curriculum, London,
Hodder, and Stoughton: 70.
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‘Experience and history
teaches us this: that people and governments have learnt
nothing from history, nor acted on principles deduced from
it.’
Hegel, G.W. (1807), in
The philosophy of history.
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‘History punishes those
that come late to it.’
Gorbachev, M. , in
The international educational quotations encyclopaedia,
Noble, K., Buckingham, Open University Press. (1995).
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‘The essential matter of
history is not what happened but what people thought or said
about it.’
Maitland, F., in The
international educational quotations encyclopaedia,
Noble, K., Buckingham, Open University Press. (1995)
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‘ Those that cannot
remember the past are condemned to repeat it.’
Santayana, G. in The
life of reason, 1905.
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‘History as a discipline
can be characterised as having a collective forgetfulness
about women.’
Stoll, C.S. (1974)
Female and Male.
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‘History is the
propaganda of the victors.’
Toller, E., in The
international educational quotations encyclopaedia,
Noble, K., Buckingham, Open University Press. (1995)
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‘Human history becomes
more and more a race between education and catastrophe.’
Wells, H.G., in The
international educational quotations encyclopaedia,
Noble, K., Buckingham, Open University Press. (1995)
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‘There are those who
feel comfortable about teaching history, as long as it
remains firmly about the past.’
Gallagher, C. (2002) The
future of history and the challenge of citizenship, in A.
McCully and C. O’ Neill (eds) Values in history teacher
education and research, Lancaster, HTEN: 44-53.
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‘Knowing about the past
is never just about knowing “when things happened”. If
pupils cannot begin to explain why they happened, with what
consequences and effects, if they cannot explain why some
historical periods and events have a significance and
resonance for them, in short, if they cannot develop
an interpretive framework for their understandings of the
past, then knowing about the past is reduced to a sort of
quiz game. For this reason, understanding the past is
inseparably also about finding out what evidence exists, how
it might be interpreted, what limitations it has and about
how historical events might be described by different
commentators.’
Chris Husbands (1996)
What is history teaching?, Buckingham, Open University
Press: 133.
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‘Not all human beings
throughout the whole of time can be studied. Historians are
obliged to select. Selection involves a value judgement
which gives public importance and status to those who are
selected and implicitly, sometimes deliberately, denies it
to those who are not. History is not a value free
enterprise. All these characteristics justify the status of
history as a distinct subject and discipline.’
John Slater (1992) Where
there is dogma, may we sow doubt, in Lee, P. et al.,
The aims of school history: the National Curriculum and
beyond, London, Tufnell Press: 45.
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‘History does not allow
us to say, “Ah, now I know all about the Civil War, “Now I
understand exactly why there was a war in Vietnam” or ‘why
Auschwitz existed’. Outcomes of studying history are
unpredictable, often unexpected and generally modest – a
matter of diminishing ignorance and lessening
misunderstanding. There remains however, always, the
exciting possibility that there is perhaps more still to
discover.’
John Slater (1992) Where
there is dogma, may we sow doubt, in Lee, P. et al.,
The aims of school history: the National Curriculum and
beyond, London, Tufnell Press: 45.
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‘Dear Delio,
I am feeling a little tired and can’t write much. But please
write to me all the same and tell me everything at school
that interests you. I think you must like history, as I
liked it when I was your age, because it deals with living
people, and everything that concerns people, as many people
as possible, all people in the world, in so far as they
unite together in society and work and struggle and make a
bid for a better life. All that can’t fail to please you
more than anything else, isn’t that right?’
From Antonio Gramsci’s last letter from prison to his son,
1937.
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‘Advances in technology will inevitably mean that just as
people now edit pictures at home on their PCs to make fakes
for fun, they will soon be able to do the same with video.
In the near future, it wil be impossible to trust any
picture, movie or soundbite. If that doesn’t frighten you,
it’s because you haven’t really thought about it…. There are
people who believe anything.’
Dave Birch (2002) ‘Technology that fakes the truth’
Guardian Online, 4 July.
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‘If history does not guarantee attitudes or aspirations, it
is a necessary if not a sufficient condition which might
enable the making of informed choices. It not only helps us
to understand the identity of our communities, cultures,
nations, by knowing something of their past, but also
enables our loyalties to them to be moderated by informed
and responsible scepticism. But we must not expect too much.
It cannot guarantee tolerance, though it can give it some
intellectual weapons. It cannot keep open closed minds.
Although it may, sometimes, leave a nagging grain of doubt
in them. Historical thinking is primarily mind
opening, not socialising.’
John Slater (1989) The politics of history teaching: a
humanity dehumanised?, London, Institute of Education:
16.
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‘I suggest that it is a sound principle never to treat any
comment from any spokesperson for any vested interest with
anything other than profound scepticism, never to ask for a
story but to find it out for yourself, and if ever you are
being given a story, to ask first why you are being given
it.’
Jeremy Paxman, TV presenter and writer (2000) Extract from
the Philip Geddes Memorial Lecture, quoted in ‘All is not
what it seems, Guardian, 8 May.
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‘We prefer to nurture our own truths rather than listen to
the experience of those on the other side… My grandparents
had fought in an earlier phase of the Irish conflict and
lived through the horror of civil war. Yet in our early days
at school in Dublin, we were never taught about the true
horror of those days or the pain experienced by those on the
other side. The failure to understand the pain of others is
one of the greatest tragedies of divided societies. It
perpetuates the agony.’
Fergal Keane, (journalist) (2006) ‘I don’t seek sorrow or
redemption’: preview of Facing the truth, BBC2,
4 March.
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“A society sure of its values had needed history only to
celebrate the glories of the past, but a society of changing
values and consequent confusions also needed history as a
utilitarian guide.’
Thomas Cochran, quoted by John Simkin, (2006): TES Online
Forum.
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‘Facts are not the same
thing as the truth. Sometimes they can get in the way of the
truth.’
Maya Angelou
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‘History shouldn’t be just a thing of the past. It can help
us to understand why things are going wrong. Just ask Tony
Blair.’
Joan Bakewell (2004) ‘Just 70’, Guardian, 22 October.
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‘You can’t expect to learn everything but it’s important to
know about key events of British history in order and some
key international events. Children should have some idea of
what people wore in the fourteenth century and what they did
though not necessarily who all the kings and queens were.’
Michael Saunders (1989) Chair of the History Working Group
asked to draw up the National Curriculum for History,
Observer, 12 March.
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‘History for its own sake, history for explaining and
understanding the present, history for understanding other
cultures, history for political and economic awareness (old
style citizenship, often seen as history for tolerance and
international understanding), history for appreciation of
national heritage, or history as a process not a content.’
Historical Association (1988) History in the National
Curriculum: 15.
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‘History will carry a major responsibility for
cross-curricular themes like economic and industrial
awareness, political literacy, international and European
understanding, law-related education and environmental
awareness.’
Historical Association (1989) History in the National
Curriculum: submission to the working group on the National
Curriculum, February.
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‘History is a vital
intellectual discipline whose value transcends the
absorption of whatever facts politicians deem relevant… it
occupies a special place in our lives, telling us who we are
and what we could be in ways that no other subject or
intellectual discipline can. ’
Michael Wills (Labour M.P.) (2005) A politician’s view,
Address at IHR Conference, London, 26 October.
Online
http://www.history.ac.uk/education/conference/wills.html,last
accessed 21 August 2008.
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‘Nothing is more important to the survival of the British
nation than an understanding among its young of our shared
heritage and the nature of the struggles, foreign and
domestic, which have secured our freedoms’.
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.
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‘History is a marvellous way of getting children to think
critically about factual situations and make their own
judgements. Of course pupils need to know some history,
remember it, but also use it. By thinking critically, I mean
engaging with the kinds of enquiries I have been putting
before you: recognising, and learning by trying to do it
that historical explanations are usually complex and might
involve reasons of different kinds, and of different
weights, requiring careful use of language. History requires
recognising, and learning by trying it, that statements need
to be backed with evidence, from the history, and ultimately
from the sources. Pupils need to be taught to recognise that
historical events have attributed significance and that
these attributions amount to interpretations. They need to
begin to analyse how these are made, and why they differ’.
Chris Culpin (2007) What kind of history should school
history be?, Medlicott Medal Lecture, 2007.
http://www.history.org.uk/resources/he_resource_747_9.html,
last accessed 21 August 2008.
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‘To prepare young people to develop the abilities to make
informed and reasoned decisions for the public good as
citizens of a culturally diverse democratic society in an
interdependent world.’
National Council for the Social Studies (1994)
Expectations for excellence: curriculum standards for social
studies, Washington D.C: 157.
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‘Subject that bulk as large in the curriculum as history and
geography must represent a general function in the
development of a truly socialised and intellectualised
experience.’
Dewey, J. (1916)
Democracy and Education, Chapter 16, The significance of
geography and history,
http://www.ilt.columbia.edu/ Publications/Projects/digitexts/
dewey/d_e/chapter16.html
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‘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/. |
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