There a wide range of ramifications that are the product of teaching history in schools. These consequences are particularly obvious when history is taught to young children.
One product of teaching history at schools that is important to note is the impression that children gain as a result of certain historical events. Children are particularly limited, in comparison to adults, in their critical thinking and reasoning skills. The notable disparity in reasoning skills between children and adults is the reason that children are legally prohibited from gambling; children are, in most cases, incapable of making rational decisions in important situations.
Moreover, the cognitive development difference between adults and children has been documented in science. Jean Piaget, a Swiss psychologist, noted that children between the ages of 7 and 11 had developed logical reasoning skills, but were unable to apply these principles to unseen events. He named this stage the "concrete operational stage". The reason children in the concrete operational stage are seemingly capable of being taught history is because they are capable of re-arranging long lists, whether it be sequentially, by colour or by size.
However, children in the concrete operational stage are, for the most part, incapable of explaining why certain decisions were made, or how certain events occurred. For example, a child might be able to re-tell you the Norman Conquest in the correct order, but it is unlikely that they would be able to explain how William I's change in tactics affected the outcome of the battle.
As a direct consequence of the typical child's impaired reasoning skills, complex historical events would have to be taught in a simple way. The simplicity of teaching that would mean that important aspects of history would have to be ignored as to not confuse children. A strong example of this is the teaching of the Russian Revolution. In order to truly understand the Russian Revolution, it is necessary to study economic systems. The problem with teaching such a topic then becomes obvious; how can we aspect children with a rudimentary understanding of money to analyse the advantages and drawbacks of complicated economic systems?
Furthermore, most events in modern history, including both World Wars, the Cold War, and the end of the European empires, have had a direct impact on the laws and social attitudes of today. Germany has anti-Nazi laws as a result of World War II; there have, recently, been attempts to "decolonialise" school curricula to better reflect the struggles of former colonial subjects. The tension between Israel and Palestine is the consequence of nationalist movements that gathered momentum during the 20th century.
Even if we assume that children are able to tackle complicated topics in the fields of economics and politics, another issue arises. How can we solve the problem of a lack of skepticism? An important part of historical study is the analysis of sources. It is important for historians to examine the reliability and usefulness of sources, both contemporary and modern. A lack of skepticism impairs one's ability to decide the truth when presented with conflicting tales of events. Children are generally less skeptical than adults; additionally, they are more likely to believe that which is told to them, as they do not understand bias.
Therefore, I believe it is important that the study of history and, in particular, modern history, should be taught to those who have the skills required to comprehend the impact of historical events in the modern world. The teaching of history should be reserved for those capable of advanced logical thought and reasoning. Instead of teaching history, primary schools should focus on nurturing skills such as logic and reasoning.
One product of teaching history at schools that is important to note is the impression that children gain as a result of certain historical events. Children are particularly limited, in comparison to adults, in their critical thinking and reasoning skills. The notable disparity in reasoning skills between children and adults is the reason that children are legally prohibited from gambling; children are, in most cases, incapable of making rational decisions in important situations.
Moreover, the cognitive development difference between adults and children has been documented in science. Jean Piaget, a Swiss psychologist, noted that children between the ages of 7 and 11 had developed logical reasoning skills, but were unable to apply these principles to unseen events. He named this stage the "concrete operational stage". The reason children in the concrete operational stage are seemingly capable of being taught history is because they are capable of re-arranging long lists, whether it be sequentially, by colour or by size.
However, children in the concrete operational stage are, for the most part, incapable of explaining why certain decisions were made, or how certain events occurred. For example, a child might be able to re-tell you the Norman Conquest in the correct order, but it is unlikely that they would be able to explain how William I's change in tactics affected the outcome of the battle.
As a direct consequence of the typical child's impaired reasoning skills, complex historical events would have to be taught in a simple way. The simplicity of teaching that would mean that important aspects of history would have to be ignored as to not confuse children. A strong example of this is the teaching of the Russian Revolution. In order to truly understand the Russian Revolution, it is necessary to study economic systems. The problem with teaching such a topic then becomes obvious; how can we aspect children with a rudimentary understanding of money to analyse the advantages and drawbacks of complicated economic systems?
Furthermore, most events in modern history, including both World Wars, the Cold War, and the end of the European empires, have had a direct impact on the laws and social attitudes of today. Germany has anti-Nazi laws as a result of World War II; there have, recently, been attempts to "decolonialise" school curricula to better reflect the struggles of former colonial subjects. The tension between Israel and Palestine is the consequence of nationalist movements that gathered momentum during the 20th century.
Therefore, I believe it is important that the study of history and, in particular, modern history, should be taught to those who have the skills required to comprehend the impact of historical events in the modern world. The teaching of history should be reserved for those capable of advanced logical thought and reasoning. Instead of teaching history, primary schools should focus on nurturing skills such as logic and reasoning.
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