Professional Documents
Culture Documents
dependent on the wisdom accumulated from our past experiences. So it is with societies and
nations. If they forget their pasts, they have no accumulated wisdom on which to act. Individuals
cant predict their personal futures with any accuracyanything might happen due to
circumstances that are out of their controlbut that doesnt prevent them from planning their
activities and making decisions based on their past experiences. So it is with historys usefulness
to the population.
Historians, even today, still go back to Thucydides and Aristotles basic idea, formulated almost
2,500 years ago:
Kenneth Stampp (20th century):
With the historian it is an article of faith that knowledge of the past is a key to
understanding the present. (Szasz)
This idea has been expressed by many modern historians. A good example is found in the article
by Peter Stearns that was distributed to the participants in this summit, where he writes as
follows:
Peter Stearns (2007):
The past causes the present, and so the future. Any time we try to know why something
happenedwe have to look for factors that took shape earlier. Only through studying
history can we grasp how things change; only through history can we begin to comprehend
the factors that cause change; and only through history can we understand what elements
of an institution or a society persist despite change. (Stearns)
Reason 3 (no longer used):
Ancient historians, especially Jewish and Christian historians, had a third main reason for
studying history, one that is never cited by historians today:
In order to understand the will of God:
The first two reasons discussed above are still seen as legitimate by some historians. This third
one now falls only into the realm of theology, not history. It was expressed clearly in the 1st
century by Josephus:
Josephus (1st century CE):
the main lesson to be learned from this history by any who care to peruse it is that men
who conform to the will of Godprosper in all things beyond belief, and for their reward
are offered by God felicity; whereas in proportion as they depart from the strict observance
of these laws, things (else) practicable become impracticable, and whatever imaginary
good thing they strive to do ends in irretrievable disasters. (Kelley, 133)
This idea remained popular throughout the Medieval period in Europe, and elaborate frameworks
of thought developed around it, based on the Bible. To these historians, God played a role in
Amanda Podany
The History Summit I, CSU Dominguez Hills
May 29, 2008
5
history, rewarding virtue and punishing sin. Medieval historians readily predicted the future
based on what they saw as the correlation between human history and biblical prophecy.
Martin Luther agreed with Josephus that Gods will could be seen in history:
Martin Luther (16th century):
histories are nothing else than a demonstration, recollection, and sign of divine action and
judgment, how He upholds, rules, obstructs, prospers, punishes, and honors the world, and
especially men, each according to his just desert, evil or good. (Kelley, 315)
Starting with the Scientific Revolution, however, and continuing into the Enlightenment,
historians began to separate their studies from those of the theologians. Historys focus returned
to the study of human activities and their human and natural causes. The study of God was
something entirely separate.
[From here on the summit participants discussed the remaining quotes from historians in order to
determine their usefulness for us today]
Reason 4:
Tacitus (quoted above) had mentioned the role of history in condemning evil behavior. This, and
its corollarythe praise and emulation of virtue--became a common theme in works that
promoted the study of history, even when God was not seen as rewarding virtue or punishing
evil.
In order to provide a moral lessona model of good behavior and a warning about evil:
In the Middle Ages, the Venerable Bede made this case:
Bede (7th-8th century):
For if history records good things of good men, the thoughtful hearer is encouraged to
imitate what is good: or if it records evil of wicked men, the good, religious listener or
reader is encouraged to avoid all that is sinful and perverse, and to follow what he knows
to be good and pleasing to God. (Kelley, 173-174)
History was a moral lesson, one that would improve and inspire the student. Petrarch, the early
Renaissance writer agreed that history was designed to:
Petrarch (14th century):
point up to the readers those things that are to be followed and those to be avoided, with
plenty of distinguished examples provided on either side. (Kelley, 230)
Petrarch, perhaps a little futilely, wrote letters to Cicero and other classical authors, as though
they were his contemporaries (though they had been dead for well over a millennium), taking
issue with, or applauding them, for their actions (and even wondering whether they might have
Amanda Podany
The History Summit I, CSU Dominguez Hills
May 29, 2008
6
taken offense at his word. He was a little eccentric, to our eyes, but he clearly felt that there was
much to be learned from the past. Two centuries later, Jean Bodin said much thing:
Jean Bodin (16th century):
This, then, is the greatest benefit of historical books, that some men, at least, can be
incited to virtue and others can be frightened away from vice. (Kelley, 383)
Generally, modern historians make little mention of this idea that history provides such a clearcut morality taleeven some heroes often prove to have feet of clay when studied in depth
but the idea was raised by the Bradley Commission in the late 1980s as a reason to promote the
study of history in schools:
Bradley Commission (1989):
It [history] can convey a sense of civic responsibility by graphic portrayals of virtue,
courage, and wisdomand their opposites. (History Teacher 23/1)
Some virtues in historical figures are obvious, but some are less clear. What about someone like
Alexander the Great? Does he provide an example of virtue or vice? Anyone emulating
Alexander today would be roundly condemned by the international community. But to condemn
him for his behavior in the past would be ahistorical; he lived at a time when modern ideas of
human rights had not yet developed. We now believe that is not our job, as historians, to judge
the past based on modern values.
Peter Stearns provides a more nuanced view related to this reason for the study of history. Rather
than adopting the idea that there are clear, unambiguous instances of virtue and evil in history, he
proposes that students of history look at the very complexities of situations in the past in order to
test and hone their moral sense:
Peter Stearns (2007):
Studying the stories of individuals and situations in the past allows a student of history to
test his or her own moral sense, to hone it against some of the real complexities individuals
have faced in difficult settings. (Stearns)
Reason 5:
In order to understand the history of ones nation and to increase patriotism or sense of
identity:
With the development of the idea of the nation came a new role for history. People reasoned
that a sense of national identity could be generated through a knowledge of shared history.
Already, this was being voiced by Leonardo Bruni in the Renaissance when he referred to our
own history:
Leonardo Bruni (14th-15th century):
Amanda Podany
The History Summit I, CSU Dominguez Hills
May 29, 2008
7
History: a subject which must not on any account be neglected by one who aspires to true
cultivation. For it is our duty to understand the origins of our own history and its
development; and the achievements of Peoples and of Kings. (Kelley, 245)
In the 19th century, French historian Augustin Thierry was typical of his time in proposing that
national history be widely taught in order to strengthen patriotism:
Augustin Thierry (19th century):
I believe that our patriotism would gain a great deal both in selflessness and in
steadfastness if the knowledge of history, and particularly of French history, were more
widely diffused among us and were to become in a certain sense more popular. (Stern, 67)
By the late 20th century the Bradley Commission recognized the need for both a common
political vision and a recognition of the multicultural nature of American society, both of which
were aided through the study of history:
Bradley Commission (1989):
An historical grasp of our common political vision is essential to liberty, equality, and
justice in our multicultural society. (History Teacher 23/1)
Peter Stearns emphasized that awareness of a shared history could provide not only a nation, but
a business, institution, or ethnic group with a common identity:
Peter Stearns (2007):
History also helps provide identity, and this is unquestionably one of the reasons all
modern nations encourage its teaching in some form.Many institutions, businesses,
communities and social units, such as ethnic groups in the United States, use history for
similar identity purposes. (Stearns)
Reason 6
History could do more than simply make citizens feel proud of their nation, or share a common
identity. It could make them better citizens.
In order to encourage civic participation and citizenship:
In the 19th century, Frederick Jackson Turner wanted history to come alive and to be relevant to
students, and to inspire them to be good citizens.
Frederick Jackson Turner (19th century)
But perhaps its most practical utility to us, as public school teachers, is its service in
fostering good citizenship.We must make history living instead of allowing it to seem
mere literature, a mere narration of events that might have occurred on the
moon.Historical study has for its end to let the community see itself in the light of the
past, to give it new thoughts and feelings, new aspirations and energies. (Stern, 207)
Amanda Podany
The History Summit I, CSU Dominguez Hills
May 29, 2008
8
A few years later, J. B. Bury also emphasized the need for citizens to be knowledgeable about
history, a theme continued, after World War II, in a yearbook put together by the National
Council for Social Studies:
John Bagnell Bury (1902):
it is of vital importance for citizens to have a true knowledge of the past and to see it in a
dry light, in order that their influence on the present and future may be exerted in the right
directions. (Stern, 216)
NY Times on the NCSS Yearbook (1947):
American history is called the necessary and vital core in any program of preparation for
intelligent American citizenship in an interdependent world.The educators observe that
citizens of the United States must, without losing their national identity, become citizens of
the world. (NY Times, Feb 2, 1947)
By the late 20th century and continuing today, this was seen as one of the most important reasons
for placing history at the center of the school curriculuma familiarity with history, along with
the habits of mind it encourages, are seen as absolutely necessary in order for citizens to
function in our democratic society.
The Bradley Commission (1989):
It [history] is vital for all citizens in a democracy, because it provides the only avenue we
have to reach an understanding of ourselves and our society, in relation to the human
condition over time, and of how some things change and others continue.The knowledge
and habits of mind to be gained from the study of history are indispensable to the
education of citizens in a democracy. (History Teacher 23/1)
Peter Stearns (2007):
History that lays the foundation for genuine citizenship returns, in one sense, to the
essential uses of the study of the past.studying history encourages the habits of mind that
are vital for responsible public behavior, whether as a national or community leader, an
informed voter, a petitioner, or a simple observer. (Stearns)
A number of other reasons for the study of history have been put forward over the last century,
most of which remain valid and are uncontroversial.
Reason 7
In order to lessen prejudices:
Knowing more about the histories of peoples different from oneself tends to generate more
understanding. Trevelyan referred to this as sympathizing with others:
George Macaulay Trevelyan (1913):
Amanda Podany
The History Summit I, CSU Dominguez Hills
May 29, 2008
9
It [history] can mould the mind itself into the capability of understanding great affairs and
sympathizing with other men. (Stern, 235)
Others have written more recently of historys ability to undermine stereotypes and diminish
unfounded prejudices.
Reason 8
In order to appreciate arts and literature:
All works of art and literature were produced during specific time periods. In many instances the
works cannot truly be appreciated without an understanding of the histories of those times.
George Macaulay Trevelyan (1913):
Another educative function of history is to enable the reader to comprehend the historical
aspect of literature proper.For much of literature is allusion, either definite or
implied.History and literature cannot be fully comprehended, still less fully enjoyed,
except in connection with one another. (Stern, 237)
Bradley Commission (1989):
History provides both framework and illumination for the other humanities. The arts,
literature, philosophy, and religion are best studied as they develop over time and in the
context of societal evolution. In turn they greatly enliven and reinforce our historical grasp
of place and moment. (History Teacher 23/1)
Reason 9
In order to foster personal growth:
In addition to making us better, more informed citizens, a knowledge of history simply makes us
wiser, according to this line of thought.
Bradley Commission (1989):
It [history] can satisfy young peoples longing for a sense of identity and of their time and
place in the human story. Well-taught, history and biography are naturally engaging to
students by speaking to their individuality, to their possibilities for choice, and to their
desire to control their lives. (History Teacher 23/1)
Peter Stearns (2007):
[History] offers the only extensive evidential base for the contemplation and analysis of
how societies function, and people need to have some sense of how societies function
simply to run their own lives. (Stearns)
Reason 10
Amanda Podany
The History Summit I, CSU Dominguez Hills
May 29, 2008
10
Amanda Podany
The History Summit I, CSU Dominguez Hills
May 29, 2008
11
References:
The Bradley Commission on History in Schools. Building a History Curriculum: Guidelines for
Teaching History in Schools. The History Teacher 23/1 (1989) 7-35.
Fine, Benjamin. Council for Social Studies Emphasizes the Importance of American History
Teaching. New York Times, Feb. 2 1947.
Kelley, Donald R., ed. Versions of History from Antiquity to the Enlightenment. New Haven and
London: Yale University Press, 1991.
Stearns, Peter. Why Study History? Unpublished manuscript, 2007.
Stern, Fritz, ed. The Varieties of History from Voltaire to the Present. New York: Vintage Books,
1972.
Szasz, Ferenc M. The Many Meanings of History, Parts I-IV The History Teacher 7/4 (1974)
552-563; 8/1 (1974) 54-63; 8/2 (1975) 208-216; 9/2 (1976) 217-227.
Amanda Podany
The History Summit I, CSU Dominguez Hills
May 29, 2008
12