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http://www.tremeritus.com/2015/08/21/schools-history-lessons-must-accurate-balanced/
[h=2]Schools’ history lessons must be accurate & balanced[/h]
August 21st, 2015 |
Author: Online
Press
It is true that pedagogies matter when history is taught in the classroom
(“More to history than just recalling”; last Friday).
Founder of Singapore, Sir Stamford Raffles
Yet, perhaps what is more important – beyond how history is taught – is what
is taught.
Premised upon the objectives of inculcating historical consciousness,
encouraging evaluations of past judgments and actions, as well as applying these
lessons, the Ministry of Education (MOE) should also review the content taught
to the young.
Common criticisms include an over-emphasis on the purported success of
post-independence Singapore, with little said about ancient or even modern
Singapore; the absence of diverse narratives, especially with the more
controversial episodes; and the insistence on foisting nation-building in these
endeavours.
The inability to probe different interpretations of history feeds scepticism
too.
With the proliferation of information and alternative perspectives on the
Internet, these doubts will only intensify if the MOE does not keep pace.
It may also be plausible that the current disconnect could be traced to the
content used, and not the pedagogies.
For this undertaking to reinforce historical touchpoints to succeed, it may
be wise to engage former students and current educators in discourse, to gather
feedback on their experiences in the classroom.
Could they connect with the skills and knowledge shared? Did they feel
adequately informed after history lessons, or were there weaknesses to be
plugged? Were there opportunities to challenge the information, and did teachers
feel equipped to facilitate more open discourse about historical chapters?
Through these conversations, best practices can be shared, to champion
historical inquiry as a way of helping the young to connect the past with the
present and to foster critical thinking.
Kwan
Jin Yao
* Letter first appeared in ST Forum
(19 Aug).
[h=2]Schools’ history lessons must be accurate & balanced[/h]
August 21st, 2015 |
Author: Online
Press
It is true that pedagogies matter when history is taught in the classroom
(“More to history than just recalling”; last Friday).
Founder of Singapore, Sir Stamford Raffles
Yet, perhaps what is more important – beyond how history is taught – is what
is taught.
Premised upon the objectives of inculcating historical consciousness,
encouraging evaluations of past judgments and actions, as well as applying these
lessons, the Ministry of Education (MOE) should also review the content taught
to the young.
Common criticisms include an over-emphasis on the purported success of
post-independence Singapore, with little said about ancient or even modern
Singapore; the absence of diverse narratives, especially with the more
controversial episodes; and the insistence on foisting nation-building in these
endeavours.
The inability to probe different interpretations of history feeds scepticism
too.
With the proliferation of information and alternative perspectives on the
Internet, these doubts will only intensify if the MOE does not keep pace.
It may also be plausible that the current disconnect could be traced to the
content used, and not the pedagogies.
For this undertaking to reinforce historical touchpoints to succeed, it may
be wise to engage former students and current educators in discourse, to gather
feedback on their experiences in the classroom.
Could they connect with the skills and knowledge shared? Did they feel
adequately informed after history lessons, or were there weaknesses to be
plugged? Were there opportunities to challenge the information, and did teachers
feel equipped to facilitate more open discourse about historical chapters?
Through these conversations, best practices can be shared, to champion
historical inquiry as a way of helping the young to connect the past with the
present and to foster critical thinking.
Kwan
Jin Yao
* Letter first appeared in ST Forum
(19 Aug).
