The purposes of school history
The importance of making connections
from the past to the present and the possibilities of the future
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I
think that this is a particularly important point. As Carmel Gallagher
(2002) noted, ‘there are those who feel comfortable about teaching
history as long as it remains firmly about the past’. Remember
Kenneth Clarke’s ’20 years’ rule; that school history should
stop 20 years before the present day (‘History should end in the mid
sixties, teachers are told’, Daily Telegraph, January 1991). Clarke
actually wanted school history to ‘end’ in 1945 (Graham, 1993,
Phillips, 1998). My
own view is that this attempt to ‘pull up the drawbridge’,
separating past and present, or making no links between them,
seriously weakens school history. Many of the pupils we interviewed as
part of the QCA review
felt that history was not useful because it was just about the past,
and the past was gone, so what was the point in studying it.
These
quotes provide you with a clear WARRANT for relating the past
to the present. It goes without saying that it also places a big
responsibility on your integrity as a history teacher, not to abuse
your position in this respect. My own view is that it is better that
young people should develop their political literacy through history
teachers than from politicians, newspapers, television or the
internet. |
Quotations that provide a warrant for
history teachers to make connections between the past and the present
Is
there any issue, question or problem into which more understanding and
insight can not be gained by looking at what has gone before? Kenneth
Clarke’s ’20 year rule’ is dead and gone; it is now accepted,
and ‘official policy’ that history should contribute to the
development of pupils’ political literacy, and that history teachers
need to make connections between past and present so that pupils can
make sense of the study of the past, ‘see the point’ of history,
and derive maximum benefit from studying history as a school subject.
As examples of ‘official documentation’ that support the idea that
history should contribute to pupils’ political literacy, see, for
example, The Crick Report on citizenship education in schools, the
citizenship national curriculum, the general aims and values of the
National Curriculum (see pages 11-13), Ofsted (2007) History in the
balance. At a very
pragmatic level, there is evidence to suggest that unless teachers can
persuade pupils that history is relevant to the present and the
future, they cannot see the point of it and think it is a waste of
time (see Pupil perceptions of history at KS3, QCA, 2005, http://www.qca.org.uk/qca_6391.aspx).
The
following quotations, in one way or another, provide a rationale,
justification and warrant for making connections between the past and
the present.
‘History
is about human activity with particular reference to the whole
dimension of time – past present and future.’
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Aldrich,
R. (1997) The end of history and the beginning of education, London,
Institute of Education, University of London: 3.
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‘History
is not “what happened in the past”, rather it is the act of
selecting, analysing and writing about the past. It is something
that is done, that is constructed, rather than an inert body of
data that lies scattered through the archives.’
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West
Davidson, J. (1982) After
the fact: the art of historical detection, New York, Knopf:
xvii.
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‘The
wise history teacher will realise that it is his responsibility
to ensure that his pupils do not leave school uninformed about
contemporary problems in the society in which they will live
their lives.’
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A.M.A.
(1975) The teaching of
history in secondary schools: 5.
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‘History
must be seen as a kind of preliminary to the present, and
there’s no point pulling up the drawbridge just when the other
side is in sight. No ‘O’ level pupil can bridge the gap
between 1939-45 and
the present on his own. They can’t even bridge the gap from
1960. This is the only type of course which could enable even
the most gifted pupil to make the historical comparisons which
illuminate our present condition; to sense the relationship
between Louis XV!, Napoleon and De Gaulle, for instance, and
their contribution to the ethos of modern France.’
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Kenyon,
J. (1984) ‘The lessons
of history’, Observer, 4 March.
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‘The
divorce between current affairs and history, so that they are
regarded as two different subjects, gravely weakens both. It
accentuates the natural tendency of children to regard history
as something remote and irrelevant instead of something which
has formed the world around them and which is continuously being
formed by that world. And, it accentuates equally the tendency
to look at contemporary questions as though they had no context
in time, no parallels or precedents.’
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Ministry
of Education (1952) Teaching History, pamphlet No. 23,
London, HMSO: 32.
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‘What’s
the point about learning about the past… why can’t we do
current affairs instead like we sometimes do in RE?’
‘Yes,
things that are in the newspapers.’
‘Last
week we had a special lesson
in RE about the London bombings that was really
interesting… a lot of people contributed who don’t usually
say anything.’
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From
pupil focus group interviews, (QCA, 2005) Pupil
perceptions of history at KS3.
http://www.qca.org.uk/qca_6391.aspx.
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‘There
is no evidence that school pupils translate their knowledge of
the past into an understanding of the present unless the past is
explicitly related to current circumstances.’
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Slater,
J., (1995) Teaching History in the New Europe, p. 146.
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‘School
history provides a
framework for pupils to discuss polemical and contentious issues
within academic canons of reliability, explanation and
justification.’
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Husbands,
C. (1996) What is history teaching?, Buckingham, Open
University Press.
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‘The
segregation which kills the vitality of history is divorce from
present modes and concerns of social life. The past as past is
no longer our affair. If it were wholly gone, there would only
one reasonable attitude toward it. Let the dead bury their dead.
But knowledge of the past is the key to understanding the
present. History deals with the past, but this past is the
history of the present. An intelligent study of the discovery,
exporations, colonisation of America, of the pioneer movement
westward, of immigration, etc, should be a study of the US as it
is today: of the country we now live in. Studying it in process
of formation makes much that is too complex to be directly
grasped open to comprehension… The way to get some insight
into any complex product is to trace the process of its making.
The present social state cannot be separated from its past…
past events cannot be separated from the living present and
retain meaning. The true starting point of history is always
some present situation with its problems.’
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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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‘The
past is not dead; it is not even past.’
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William
Faulkner.
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‘History,
well taught, is the demythologising of the past… Take any
important issue of our time – Northern Ireland, Nuclear
Disarmament, Race, The Welfare State, South Africa – and it
becomes impossible to seriously confront any of them without
understanding their historical background.’
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Lord
Bullock, quoted in Historical Association (1989) History
in the National Curriculum: submission to the working party on
the National Curriculum, February.
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‘Learning
about the concept of kingship frequently involves two sets of
simultaneous learning: learning about power and its distribution
in past societies, and learning about power and its distribution
in modern society. The former cannot be given any real meaning
until pupils have some more contemporary knowledge against which
to calibrate their historical understandings.’
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Husbands,
C. (1996) What is history teaching?, Buckingham, Open
University Press: 34. |
‘History
being defined as a disciplined approach to the study of human
events with particular reference to the dimension of time. The
task of the historian is twofold. First, to provide as
accurately as possible a representation and analysis of the
past: second, to provide as accurately as possible an
explanation between that past, the present and the future.’
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Aldrich,
R. (1997) Unpublished lecture, Institute of Education,
University of London, 27 September.
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‘History
shouldn’t be a thing of the past. It can help us to understand
why things are going wrong.’
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Bakewell,
J. (2004) Guardian, 22
October.
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‘It
is time to re-establish the coalition of those who believe in
history as a rational enquiry into the course of human
transformations against those who distort history for political
reasons.’
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Hobsbawn,
E. (2005) ‘In defence of history’, Guardian,
15 January.
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‘We
know that we cannot understand a situation in life without some
perception of where it fits into a continuing process or whether
it has happened before…. Our sense of what is practicable on
the future is formed by an awareness of what has happened
- or not happened - in the past.’
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Tosh,
J. (1984) The pursuit of
history, London, Longman: 1.
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‘Historical
knowledge provides the basis not for categorical predictions but
for projection into the future of social, political and economic
trends which provide a vital insight into the conditions in
which future action will unfold.’
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Tosh,
J. (1984) The pursuit of
history, London, Longman: 18.
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