How history prepares students to thrive Based on a lecture given at the University of Durham April 2012 History teaching with passion What historians say about teaching some headlines History teaching with passion ID: 371998
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Passion & Independence How history prepares students to thrive Based on a lecture given at the University of Durham April 2012
History teaching with passionSlide2
What historians say about teaching: some headlinesHistory teaching with passionSlide3
What can students get from history teaching at its best? ‘History teaching can encourage students to think about the past, or distant societies, and reflect what it might mean for both the human experience and for today. History in many ways is uniquely placed to ask the big questions societies face, and arguably to point to solutions, challenges and impacts. It crosses every aspect of human activity – from culture to the environment, to gender relations, economics, welfare, nation-building ... the list could go on.’History teaching with passionSlide4
What can students get from history teaching at its best? ‘They get the realisation that they are the heirs of a vastly complex and messy thing called humanity ... history gives students the understanding that humans are irrational and illogical. That is necessary in coming to grips with the horrors found in history, but it is also essential in the appreciation of great beauties, the great triumphs that we as human beings been capable of.’ History teaching with passionSlide5
What can students get from history teaching at its best?‘The study of history encourages people to think critically, to refuse to accept things as they appear on the surface. It produces individuals who are aware of the complexity of issues that confront society. History graduates have a greater sense, not only of the world they live in, but how it got there. Ultimately, this can only make for better citizens.’History teaching with passionSlide6
People with particular personal characteristicsA critical spirit – weigh up diverse arguments; evaluate complex evidence fairly; recognise bias; see beyond the taken-for-granted/current fashions; read between the lines; question all information; logical approach; eye for detail/error; self-reflexive.A sympathetic imagination – tolerance; empathy; humility in never fully knowing; sensitivity to ‘messiness’ of human life; openness to the strange and different; fair-minded; open to others’ views.A will to learn (and keep learning) – passion; enthusiasm; excitement; wonderment and awe; intellectual curiosity; openness to new information and experience; purposeful; persistent; confident.
An independent disposition – a healthy scepticism; considered independent judgement; recognise own needs; resourceful; self-motivated; self-reliant; not beholden to theory.
History teaching with passionSlide7
Complex constantly changing worldHistory teaching with passion
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What jobs can history open up?Slide8
Graduates’ Changing attitudes to work/lifeWant good workMakes a differenceShared values
Flat structuresSelf-development
Ethical & sustainable operation
Sharing learning & working in teams
Creating
work for themselves
46% increase in graduates starting own business
More from arts and humanities
Third of those starting businesses start social enterprises
History teaching with passionSlide9
UK History Graduates from 20106 months following graduationunistats.direct.gov.uk
The university
you attend will have a huge impact on these figures
Getting into a good university for History means showing PASSION and INDEPENDENCESlide10
Changing Nature of UK Enterprise History teaching with passion
Enterprises
Employment
(thousands)
Turnover
(£ millions)
All enterprises
4,542,765
23,391
3,052,558
All SMEs
(0-249 employees)
99.86%
59%
49%
With no employees
(self-employed owner-managers)
74%
15%
(employee directors)
7%
1-9
21%
15%
13%
10-49
3.8%
15%
15%
50-249
0.6%
13%
14%
250 or more
0.1%
41%
51%
Big company grad schemes are becoming a thing of the pastSlide11
To thrive in complexity requires abilityTo relate to, make & maintain relationships with people at all levels, inside & outside organisationsCollaborate & work in teams, more than one team at once, & adjust roles in ever-shifting situationWillingness to learn continually, take risks, lead & deal with change & help others to do soSelf-management, self-confidence & self-promotion
Harvey, New Realities, 2000
Ability to recontextualise their skills, knowledge and understanding according to the requirements of different settings & develop a frame of mind whereby they continually look to improve
Warwick Institute for Employment Research, Changing Patterns of Work, 2010
History teaching with passionSlide12
How Can History Help?History teaching with passionPassion
A Level Model
Chief Examiner's Reading from 30 years ago
Exam Board Specification
Teacher Planned Lessons and Notes
Practice Essays Based on Exam Mark Schemes
An A Level Accreditation
University Model
Lecturer's Holiday Reading
Personal reading from list - not always connected
Discussion groups based on independent wider reading sparking interest
Essays - possibly connected to reading. Could be harder or easier than previous years
Growth as an historianSlide13
HGS History Hybrid Model
History teaching with passion
Chief Examiner's Reading from 30 years ago
Exam Board Specification
Teacher and
Student
led Lessons and Notes
Practice Essays and Technique
An A Level Accreditation AND Growth as an Historian
Teacher's Holiday Reading
Wider reading improving writing style
Independent reading using library/blogSlide14
‘It is impossible to predict what disciplines will be of most economic and social value in a rapidly changing world. Most of the big breakthroughs in the development of products and services these days come from collaboration among different disciplines.’
Richard Lambert, former Director of Confederation of British Industry
History teaching with passion
'You go into the humanities to pursue your intellectual passion; and it just so happens as a by-product, that you emerge as a desired commodity for industry.'
Damon Horowitz, Director of Engineering, Google.Slide15
AppendixHistory teaching with passion31Slide16
Lightbulb moments‘Seeing the lightbulb above their heads when they understand what the study of history is all about – when they’ve made a qualitative leap.’ ‘That moment when the penny drops and you can sense that a student has begun to understand the process of thinking historically.’ ‘History teaching matters when it is meaningful in some way – beyond the usual skills development. Sometimes there is that flash of recognition when they see the past/their community/their own life/their future differently.’
History teaching with passion
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Love, engagement and making a difference‘I teach history because I love history ... In teaching it you have the sense that you are opening minds to things they never considered previously.’ ‘I want to inspire an enduring love of history that lasts well-beyond the degree.’‘I really get a kick out of seeing students develop, particularly to the point when they don’t need me anymore ... I like the fact that I can make a difference to so many lives.’
History teaching with passion
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David Pace – teaching & love of the subjecthttp://www.vimeo.com/23920330
History teaching with passion
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Sean Brawley – Connecting research & teachinghttp://www.vimeo.com/23920539
History teaching with passion
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David Pace – I love the interactionhttp://www.vimeo.com/17606410History teaching with passion
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