Research Scholar, Department of History, Annamalai University, Annamalainagar, Tamil Nadu, India
A necessary subject, history influences our knowledge of communities, cultures, and human development. It helps people to examine previous events, make relevant judgements, and apply historical knowledge to modern problems. The need of history in promoting critical thinking, cultural awareness, and wise decision-making is investigated in this research. It underlines the critical need of historical education in contemporary schooling and stresses the abilities acquired by means of historical study. Moreover, the research looks at the important part history professors play in involving students in the past, fostering critical debates, and rendering history relevant for present problems. Good history instruction employs many pedagogical approaches meant to improve student knowledge and involvement. The research emphasises also the need of a well-organised history curriculum to provide a thorough knowledge of historical events. History education helps students to become responsible, informed, and engaged citizens by arming them with analytical abilities and historical viewpoint.
IGaddis, John Lewis, The Landscape of History: How Historians Map the Past. Oxford University Press, 2002. P.13Peter. N. Stearns, "Why Study History? (1998)," American Historical Association, accessed June 9, 2024, https://www.historians.org/about-aha-and-membership/aha-history-and-archives/historical-archives/why-study-history-(1998).Peter N. Stearns, Meaning Over Memory: Recasting the Teaching of Culture and History, Educational Researcher 22, no. 5 (1993): 5-11.Sam Wineburg, Historical Thinking, and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press, 2001, p. 63-64.Peter.N.Streans, op.cit.p.2Ibid.p5Ibid.p7Anderson, Benedict,Imagined Communities: Reflections on the Origin and Spread of Nationalism. Verso, 1983.p21.Carr, Edward Hallett. What Is History? Penguin Books, 1961.p.32.Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press, 2001.p.45.Parker, Walter C. Teaching Democracy: Unity and Diversity in Public Life. Teachers College Press, 2003.p.100.Seixas, Peter, and Tom Morton. The Big Six Historical Thinking Concepts. Nelson Education, 2013.p.28Seixas, Peter, and Tom Morton. Op.cit., p.45.Wineburg, Sam.op.cit.p80.Ibid.p.121.VanSledright, Bruce A. Assessing Historical Thinking and Understanding: Innovative Designs for New Standards. Routledge, 2014.p.85.Opfer, V. Darleen, and David Pedder. "Conceptualizing Teacher Professional Learning." Review of Educational Research, vol. 81, no. 3, 2011, pp. 376-407.
