· The
value of history: its uses and abuses.
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‘I used to think that the
profession of history, unlike that of, say, nuclear physics,
could at least do no harm. Now I know it can. Our studies can
turn into bomb factories... We have a responsibility to
historical facts in general, and for criticizing the
politico-ideological abuse of history in particular.’
Eric
Hobsbawm (see film 'Stories
my country told me'.) |
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TOK
Prescribed Essay Title |
Using history
and at least one other area of knowledge,
examine the claim that it is possible to
attain knowledge despite problems of bias
and selection.
November 2011 - May 2012 |
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Having
reviewed the main
aspects of history’s difficulties in finding out and explaining
what happened in the past, it is important to conclude with a
review of why despite these epistemological difficulties, the
academic study of the past and the profession of the historian
remain so very important.
1. Good history is not heritage
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The goal of the good historian is to find out
and explain what really happened in the past. But not everyone who uses the past
has such noble ambitions. What makes historians special users of the past is
that they alone are concerned with making sense of the past, simply for the sake
of making sense of the past. History is the study of the past in itself, for
itself.
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2. Good history is not easy
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Real history is hard going: it
is a methodical, sometimes lonely existence of reading, checking
and double checking, of immersing yourself in the past and
trying to empathise with the dead, of writing-up carefully and
reaching qualified judgements scrupulously, whilst providing
explicit, accurate references for everything you write.
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3. Good history is not fiction
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Finally, and above all else,
good history is concerned with facts about real events that
actually happened. Events cannot be invented that did not
happen, nor can the chronology of these events be reversed.
There are real limitations to the narratives that can be told
about the past and those limitations are fixed by the facts.
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Student activity – Why does it matter if people
do not know about the past?
A conversation overheard in a New York bar,
September 11, 2001
Man #1: ‘This is just like Pearl Harbor’
Man #2: ‘What is Pearl Harbor?’
Man#1: ‘That was when the Vietnamese dropped
bombs in a harbour, and it started the Vietnam
War’
(Macmillan – The Uses and Abuses of History
p.165)
There are many people, politicians and business
leaders among them, who feel that too much time
is dedicated to history in the school curriculum
that could be used to teach more ‘useful’ or
‘relevant’ subjects like ICT or business
studies. In a group, prepare a five minute
presentation or film that demonstrates the
continued importance of history in the school
curriculum.
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