History Of Education And The Problem Of The Nation

In The Death of History is Bunk, Patrick Watson argues that the decrease of historical content in the curriculum does not indicate that history, as a subject, is declining. While many complain about the decreasing prominence of history classes in Canadian schools, the content of those classes is excessively dull as it consists of memorizing lists of facts. Despite this, there are still protests that knowledge of “defining events” is required to contribute to “the National Conversation”. However, history is not so simple as a list of events—it is the sum of the small happenings in society around the events. A whole variety of factors influence history, which is created by the common people. Unlike Americans, who turn to their constitution for

Schools have changed remarkably since they were first introduced centuries ago. Continue reading in order to find out how the past has shaped education, as we know it. There are six main eras or time periods in which important things occurred for the American School System, The colonial era, The growth of public schooling, The progressive era, the segregation and Integration era, the 1960s-1970s, and the 1980- present era.

A more pressing matter is that of the history in the classroom. With the one sided history being instructed to Native students bring a message that “Their history does not matter,” alienation begins to form and all motivation soon leaves the students (Laura).

She carries the audience through her argument in a logical sequence. First, she makes her claim that student do not know history and explains her reasons (250). She then elaborates on what history students are taught and what exactly is wrong with the methods by which they learn (251). After this, she explains the job of a historian to the reader – how historians confront primary sources to “make some sense of what once happened” (252). To end the article, Simon describes how students can better learn history through exploring primary sources (253). This structuring and organization helps the reader to understand and to believe Simon’s

The author compares today’s school system to that of the past, which concerned itself with teaching students,

The study of history and the teaching of history has come under intense public debate in the United States in the last few decades. The “culture-wars” began with the call to add more works by non-Caucasians and women and has bled into the study of history. Not only in the study of history or literature, this debate has spread into American culture like wildfire.

During colonial times school and education was used to “maintain the authority of the government and religion” (Spring 13) as well as to maintain social distinction and uphold morals. Unlike today, many schools in the New England colonies relied heavily upon religious and racist teachings. And

“Despite tremendous advancements in technology, human rights, and social awareness, the system engineered in the 1760’s by King Frederick the Great still succeeds in dampening the creative spirit of its students, fostering mediocrity, and ensuring a subservient population. Deeply ingrained into our collective psyche, the legacy of the centrally controlled, highly scripted classroom continues. Trapped in an educational model explicitly engineered to breed submission and apathy, it is not surprising that student results remain dismal.” (Meshchaninov, 8)

History can be an intricate and laborious subject to teach and learn. James W. Loewen, author, historian, and sociologist, is the perfect example of someone who appreciates the subject in all aspects, but knows how underestimated it is. As he says in Lies My Teacher Told Me, “Our educational media turn flesh-and-blood individuals into pious, perfect creatures without conflicts, pain, credibility, or human interest” (Loewen 11). Throughout the book, he further elucidated the idea of that quote by introducing particular topics that deserved more details and acknowledgement. Loewen argues with enough reasoning from numerous textbooks that the writers aren’t involving all facts that should be included to inform the students. Nearly all points

In the book “Lies My teacher Told Me”, Professor James, Loewen has criticisms of the misreading and deliberately forgotten of the figures, events, and social form in American history from American high school’s history textbooks. Also, he discussed why American history teacher cannot guide students to treat and study history in a positive attitude. From this book, I realized many lies in American history from textbook. However, distortion of contemporary history was not only in America, since other countries had the same situation as well. Many Chinese and Koreans points that some description in Japanese history textbook between 1905 and 1945 are full of prejudices and errors. Iran's textbook also denies Nazi for the massacre of the Jews.

Many students always wonder why they have to take a history class. I myself have wondered this question many times, because history seems irrelevant to one’s education. In contrary, history is a vital subject to one’s education. It has been said numerous times that we take history so that we don’t repeat the same mistakes we have made in the past. Students retain different portions of information when learning something new. The recurring pattern that I have retained from sitting through numerous history classes, is the sense of patriotism. The American way of life has formed its own definition of patriotism from the Mayflower to 9/11 there has been a constant recurrence of patriotism.

Throughout secondary school, instead of accepting the facts stated in my textbooks, I continued to ask questions. Disillusioned by how complex historical events were taught like equations with a simple cause and effect, senior year of high school I determined that I would become a teacher. As a teacher, I aspire to not be hindered by standardized requirements and teach history in a way that resonates with students and evokes passion.

An English teacher, Benjamin Dancer states in his article, Censoring American History, “History curriculum, a framework written by the College Board and taught in high schools across the country. The framework was revamped this year and has taken heat from the Republican National Committee, which claims it “emphasizes negative aspects of our nation’s history”. There are positive and negative aspects of every nation’s history, students are not in the position to pick and choose which historical events are taught in schools. By picking and choosing historical events that are only positive and practical to what students want to believe, history will be lost and replaced with fraudulent and bogus events that never took

Education both influences and reflects the values and aspirations of a society. It is therefore important to recognise a set of common aims, values and purposes that underpin a school curriculum and the work of schools in a range of countries (DfE, 2008). This comparative study will explore the curricula of England and Finland - discussing the history, structure and contents; and consider which of the above are more useful in preparing young adults for life in the modern society. With reference to the modern society, it is important to understand that what makes a society modern is entirely a subjective ideology. This takes into consideration that the views and expectations of one modern society may differ from the views and expectations

“The period between 1965 and the end of the 1980s witnessed significant developments, not only in the provision of post-primary schooling in Ireland, but also in the way in which schooling was understood.”