MEANINGS AND RELEVANCE OF HISTORY

MODULE 1

I. OVERVIEW

History deals with the study of past events. Individuals who write about history are called historians.
They seek to understand the present by examining what went before. They undertake arduous historical
research to come up with a meaningful and organized reconstruction of the past. But whose past are we
talking about? This is a basic question that a historian needs to answer because this sets the purpose and
framework of a historical account. Hence, a salient feature of historical writing is the facility to give
meaning and impart value to a particular group of people about their past. The practice of historical
writing is called historiography. Traditional method in doing historical research focuses on gathering of
documents from different libraries and archives to form a pool of evidence needed in making a descriptive
or analytical narrative. However, modern historical writing does not only include examination of
documents but also the use of research methods from related areas study as archaeology and geography.

II. LEARNING OUTCOMES

At the end of this module, you are expected to:

1. To understand the meaning of history as an academic discipline and to be familiar with the
underlying philosophy and methodology of the discipline.
2. To examine and assess critically the value of historical evidences and sources.
3. To appreciate the importance of history in the social and national life of the Philippines.

III. LEARNING EXPERIENCES AND SELF-ASSESSMENT ACTIVITIES (SAA)

Lesson 1: MEANINGS AND RELEVANCE OF HISTORY

To make sense of history, it is necessary to first understand what it is all about. Many people think
that history is merely lists of names, dates, places, and “important” events. However, History or the study
of history is more than just knowing and memorizing facts.
It is a historian’s duty to draw insights from the ideas and realities that have shaped the lives of men
and women and the society. And in understanding these ideas, a historian (or, in fact, a student of history)
can comprehend how situations happened, identify their elements, and think of how these situations can
solve today’s predicaments, and help them plan for the future.
The study of history, therefore is the study of the beliefs and desires, practices, and institutions of
human beings.
WHY STUDY HISTORY?

An examination of the past can tell us a great deal about how we came to be who we are. It means
looking at the roots of modern institutions, ideas, values, and problems.
Looking at the past teaches us to see the world through different eyes appreciating the diversity of
human perceptions, beliefs, and cultures. Different and/or new perspectives will enable us to analyze
critically the present contexts of our society and beings.

THE DEFINITION AND SUBJECT MATTERS

History was derived from the Greek word historia which means “knowledge acquired through
inquiry or investigation”. History as a discipline existed for around 2, 400 years and is as old as mathematics
and philosophy. This term was then adapted to classical Latin where it acquired a new definition. Historia
became known as the account of the past of a person or a group of people through written documents
and historical evidences. That meaning stuck until the early parts of the twentieth century. History became
an important discipline. It became the historian’s duty to write about the write about the lives of important
lives of important individuals like monarchs, heroes, saints, and nobilities. History was also focused on
writing wars, revolutions, and other important breakthroughs. It is thus other important to ask: What counts
as history? Traditional historians lived with the mantra “no document, no history”. It means that unless a
written document can prove a certain historical event, then it cannot be considered as a historical fact.
But as any other academic disciplines, history progressed and opened any other academic disciplines,
up to the possibility of valid historical sources, which were not limited written documents, like government
records, chroniclers’ accounts, or personal letters. Giving premium to written documents essentially
personal letters invalidates the history of other civilizations that do not keep written records. Some were
keener on passing their history by word of mouth. Others got their historical documents burned or
destroyed in the events of war or colonization. Restricting historical evidence as exclusively written is
discrimination against other social classes who were not recorded in paper. Nobilities, monarchs, the elite,
and even the middle class would have their birth, education, marriage, and death as matters of government
matters of government and historical record. But what of peasant families or indigenous groups who were
not given much thought about being registered to government records? Does the absence of written
documents about them mean they were people of no history or past? Did they even exist?
This loophole was recognized by historians who started using other kinds of historical sources,
which may not be in written form but were just as valid. A few examples are oral traditions in forms of epics
and songs, artifacts, architecture, and memory. History thus became more inclusive and started
collaborating with other disciplines as its auxiliary disciplines.
OTHER DEFINITIONS OF HISTORY:

 History is defined as a documented record of man and his society. (Gray, 1956, pp.1-3).
 As field of study, history is a study of man and his achievements from the beginning of written
records to the present.
 As a literary form of history is an effective presentation of the unfolding events. But as a type of
literature, history falls under nonfiction work.
 History comes from social history which defines it as a record of events showing the evolution of
man and his society from the earliest and from the age of barbarism to what and from the age of
barbarism to what he is today.

UNDERSTANDING HISTORY
WHY DON’T WE LEARN FROM HISTORY? (An excerpt from Lidell Hart, 1971)

What is the objective of history? One would simply answer, quite simply - “truth”. It is a word and an
idea that has gone out of fashion.
The object might be more cautiously expressed thus: to find out what happened while trying to find
out why it happened. It seeks the casual relations between events.
History has limitations as a guiding signpost; although it can show us the right direction, it does not
give detailed information about the road conditions. But its negative value as a warning sign is more definite.
History can show us what to avoid, even if it does not teach us what to do - by can show the most common
mistakes that mankind is apt to make and to repeat.
A second object lies in the practical value of history. The knowledge gained from the study of true
history is the best of all education for practical life. The study of history embraces every aspect of life. It lays
the foundation of education by showing how mankind repeats its errors and what those errors are.

IMPORTANCE AND USES OF HISTORY

Given are the uses of history as summarized by Foray and Salevouris (1988). Some of these are interestingly
explained by B.H. Lidedell Hart (1988).
 History provides a source of personal and social identity.
 History helps us understand the problems of the present.
 History – good history – corrects misleading analogies and “lessons” of the past.
 History can help one develop tolerance and open-mindedness.
 History helps us better understand all human behaviors and all aspects of the human condition.
 History provides the basic background for many disciplines.
 History can be a source of entertainment.
 History, when studied, can teach many critical skills.
SELF ASSESSMENT 1:
As a student of history, reading a historical account is not simply like reading a reading novel or a
comic book. A learner should also know how distinguish which of those sentences or paragraphs that make
up the narrative are facts or opinions. Although a historian attempts to present a history free from biases,
personal opinions or interpretations of people, places, or events are integrated in a particular historical
account cannot be avoided
Below are excerpts from books and newspapers. Label each passage as either FACT (F) or OPINION
(O). If a passage combines fact and opinion, write (FO) and underline that part of the passage that you think
is an opinion or judgement.
________ 1. “His [Apolinario Mabini] writings, his behavior throughout his life, short as life, short as it was,
demonstrated extraordinary moral integrity, intense and uncompromising patriotism.” -Roxas-Lim (2001)
_________2. “Swimmer Miguel Molina finished fourth in the 400 – meter individual medley…, while the
men’s trap shooters missed the bronze by seven birds…”– Tempo Sports News, Bancod, December 4, 2006
________3. “President Marcos, an unscrupulous politician, craftily planned KBL strategy before, during, and
after the elections. No effort was spared in the use of “guns, goons, and gold” to intimidate or entice voters
to support the Marcos-Tolentino ticket.” – Zaide (1999)
________ 4. “Anyone who has visited Jolo can immediately see that beyond the town looms, a dominating
peak, Mt. Tumatangis, a place held sacred by the Tausugs as the burial grounds of its sultans. The busy pier
is called the “Chinese Pier, obviously used in the early times by Chinese trading vessels.” – Patanne (1996)

________5. “Yay Panlilio was a pre-war newspaper woman. As early as April 1942, she began serving as G-2
agent in Manila for the USAFFE headquarters. [A military citation her credit reads]: “Through her
untiring efforts and selflessness in supplying information concerning Japanese… efforts and
selflessness…in supplying…information concerning Japanese activities, many American lives were
saved.” – Baclagon (1968)

IV. SUMMARY/KEYPOINTS

 To make sense of history, it is necessary to first understand what it is all about.

 History is more than just knowing and memorizing facts.
 It is the study of the beliefs and desires, practices, and institutions of human beings.
 An examination of the past can tell us a great deal about how we came to be who we are.
 History can show us what to avoid, even if it does not teach us what to do
 Restricting historical evidence as exclusively written is discrimination against other social classes who
were not recorded in paper.
 V. END OF MODULE ASSESSMENT
Below is a definition of history by Zeus A. Salazar (1999). Examine it carefully then answer the questions
following the definition.

“Ang KASAYSAYAN ay SALAYSAY hinggil sa nakaraan o nakalipas na may SAYSAY - kahulugan,

katuturan, at kabuluhan - sa SARILING LIPUNAN at KULTURA o kabuuang kinabibilangan. Ito ay
iniuulat gamit ang mga konsepto at kategorya ng sariling kultura.”

1. What does the author mean or imply by “Ang kasaysayan ay salaysay… na may saysay sa sariling lipunan
at kultura”?
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2. The statement, “Ito (referring to kasaysayan) ay iniuulat gamit ang mga konsepto at kategorya ng sariling
kultura, implies who should write a people’s history.

What issues would emerge from (1) a history write a people’s history. What issues would emerge from (1)
a history of people written and interpreted by an “outsider” (a foreign historian); and, (2) a history of
people analyzed and presented by an “insider” (local historian)?

A. History written by an outsider (a foreign historian)

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B. History written by an insider (local historian)

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Write true if the statement is true. Otherwise, write false.

1. History is the study of the past.
2. Historical sources that were not written should not be used in writing history.
3. The subject of historiography is history itself.
4. History has no use for the present, thus, the saying “past is past” is true.
5. History is limited to the story of a hero versus a villain.
 VI. LOOKING AHEAD

Read about the difference between the following:

a) Internal and External criticism

b) Primary and Secondary sources

VII. SELF AND MODULE EVALUATION

How was your experience? Tell me about it. (Google form link will be sent after finishing every module for
the self and module assessment.)

SELF-EVALUATION MODULE-EVALUATION
I learned a lot from this module. Module is learner- friendly,
comprehensive and easy to understand.
I learned just right. Module is clear but lacks few details.

I still need guidance on certain topics. Module has vague points that require
revision.
I don’t understand Module does not cater my learning needs.
anything discussed.

VIII. REFERENCES

Candelaria, J. L., & Alphora, V. C. (2018). Readings in Philippine History. Quezon City: Rex Printing Company,
inc.

Torres, J. V. (2018). BATIS Sources in Philippine History. Quezon City: C & Quezon City: C & E Publishing, Inc.

Christopher F. B., Raymond E. B, Julie C. L., Fatima F. R., Tecah C. S. (2006) Philippine History Coursebook.
Trinitas Publishing. INC.