History teaching with passion

Passion & Independence 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


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.’



• ‘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.’



‘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.’


People with particular personal characteristics

A 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.


Complex constantly changing world

History teaching with passion 19

What jobs can history open up?

Graduates’ Changing attitudes to work/life

Want good work

• Makes a difference• Shared values• Flat structures• Self-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


UK History Graduates from 20106 months following graduation

unistats.direct.gov.uk

Employed53%

Employed Overseas3%

Working and Studying7%

Studying for Higher Degree

14%

Teacher Training3%

Other Study/Train-

ing6%

Study Overseas1%

Unemployed9%

Unknown 5% The university you attend will have a huge impact on these figuresGetting into a good university for History means showing PASSION and INDEPENDENCE

http://unistats.direct.gov.uk/

Changing Nature of UK Enterprise


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 past

To thrive in complexity requires ability• To relate to, make & maintain

relationships with people at all levels, inside & outside organisations

• Collaborate & work in teams, more than one team at once, & adjust roles in ever-shifting situation

• Willingness to learn continually, take risks, lead & deal with change & help others to do so

• Self-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


How Can History Help?


PassionA 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

connectedDiscussion groups based on

independent wider reading sparking

interest Essays - possibly connected to reading.

Could be harder or easier than previous

years

Growth as an historian

HGS History Hybrid Model


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/blog

‘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


'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.

Appendix


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.’


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.’


David Pace – teaching & love of the subjecthttp://www.vimeo.com/23920330


http://www.vimeo.com/23920330

Sean Brawley – Connecting research & teachinghttp://www.vimeo.com/23920539



David Pace – I love the interactionhttp://www.vimeo.com/17606410



History teaching with passion

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