by Mindy Clegg
Why should history be a part of our core curriculum in high schools and colleges? A variety of arguments have been put forth to support a historical education. Most notably is how history can inculcate a better understanding of the world. It can help us become more empathetic people, and better citizens, too. The kind of history we teach is also up for debate. A post-colonialist urges people to focus on more inclusive narratives that highlights the subaltern. A feminist lobbies for more women’s voices, while an anti-racist argues for the importance of racism in understanding the modern world. All this matters, but I’d also argue that understanding history as made by people, and as such complicated and contingent, can helps us to shape our future more effectively.
None of us can predict that future. However, a deep familiarity of history can give us a general idea of how change over time happens and how we can make better choices than those made in the past. But given that more and more, our educational system has become captured by corporations seeking to build a better employee and by individuals looking to indoctrinate rather than educate (see the anti-trans and anti-CRT bent of the MAGA movement), this is becoming increasingly difficult. Even some well-meaning progressives tend to focus on objectifying history and making it seem like something that happened, or at best, a celebration of “great men” rather than events that everyday people made happen. Our love of heroic stories of individuals and our distaste of subjectivity and complexity has blinded us to just how critical it is that we understand how we got here. But by ensuring that our students have a better understanding of how people make the arc of history bend, we can learn to chart a better, more humane path into that unknown future. Read more »