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Passion & Independence How history prepares students to thrive Based on a lecture given at the University of Durham April 2012 History teaching with passion.

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Presentation on theme: "Passion & Independence How history prepares students to thrive Based on a lecture given at the University of Durham April 2012 History teaching with passion."— Presentation transcript:

1 Passion & Independence How history prepares students to thrive Based on a lecture given at the University of Durham April 2012 History teaching with passion

2 What historians say about teaching: some headlines History teaching with passion

3 What can students get from history teaching at its best? ‘History teaching can encourage students to think about the past, or distant societies, and reflect what it might mean for both the human experience and for today. History in many ways is uniquely placed to ask the big questions societies face, and arguably to point to solutions, challenges and impacts. It crosses every aspect of human activity – from culture to the environment, to gender relations, economics, welfare, nation-building... the list could go on.’ History teaching with passion

4 What can students get from history teaching at its best? ‘They get the realisation that they are the heirs of a vastly complex and messy thing called humanity... history gives students the understanding that humans are irrational and illogical. That is necessary in coming to grips with the horrors found in history, but it is also essential in the appreciation of great beauties, the great triumphs that we as human beings been capable of.’ History teaching with passion

5 What can students get from history teaching at its best? ‘The study of history encourages people to think critically, to refuse to accept things as they appear on the surface. It produces individuals who are aware of the complexity of issues that confront society. History graduates have a greater sense, not only of the world they live in, but how it got there. Ultimately, this can only make for better citizens.’ History teaching with passion

6 People with particular personal characteristics A critical spirit – weigh up diverse arguments; evaluate complex evidence fairly; recognise bias; see beyond the taken-for- granted/current fashions; read between the lines; question all information; logical approach; eye for detail/error; self-reflexive. A sympathetic imagination – tolerance; empathy; humility in never fully knowing; sensitivity to ‘messiness’ of human life; openness to the strange and different; fair-minded; open to others’ views. A will to learn (and keep learning) – passion; enthusiasm; excitement; wonderment and awe; intellectual curiosity; openness to new information and experience; purposeful; persistent; confident. An independent disposition – a healthy scepticism; considered independent judgement; recognise own needs; resourceful; self- motivated; self-reliant; not beholden to theory. History teaching with passion

7 Complex constantly changing world History teaching with passion19 What jobs can history open up?

8 Graduates’ Changing attitudes to work/life Want good work Makes a difference Shared values Flat structures Self-development Ethical & sustainable operation Sharing learning & working in teams Creating work for themselves 46% increase in graduates starting own business More from arts and humanities Third of those starting businesses start social enterprises History teaching with passion

9 UK History Graduates from months following graduation unistats.direct.gov.uk The university you attend will have a huge impact on these figures Getting into a good university for History means showing PASSION and INDEPENDENCE The university you attend will have a huge impact on these figures Getting into a good university for History means showing PASSION and INDEPENDENCE

10 Changing Nature of UK Enterprise History teaching with passion EnterprisesEmployment (thousands) Turnover (£ millions) All enterprises 4,542,76523,3913,052,558 All SMEs (0-249 employees) 99.86%59%49% With no employees (self-employed owner-managers) 74%15% (employee directors) 7% 1-921%15%13% %15% %13%14% 250 or more0.1%41%51% Big company grad schemes are becoming a thing of the past

11 To thrive in complexity requires ability To relate to, make & maintain relationships with people at all levels, inside & outside organisations Collaborate & work in teams, more than one team at once, & adjust roles in ever-shifting situation Willingness to learn continually, take risks, lead & deal with change & help others to do so Self-management, self- confidence & self-promotion Harvey, New Realities, 2000 Ability to recontextualise their skills, knowledge and understanding according to the requirements of different settings & develop a frame of mind whereby they continually look to improve Warwick Institute for Employment Research, Changing Patterns of Work, 2010 History teaching with passion

12 How Can History Help? History teaching with passion Passion A Level Model A Level Model Chief Examiner's Reading from 30 years ago Exam Board Specification Teacher Planned Lessons and Notes Practice Essays Based on Exam Mark Schemes An A Level Accreditation University Model University Model Lecturer's Holiday Reading Lecturer's Holiday Reading Personal reading from list - not always connected Personal reading from list - not always connected Discussion groups based on independent wider reading sparking interest Discussion groups based on independent wider reading sparking interest Essays - possibly connected to reading. Could be harder or easier than previous years Essays - possibly connected to reading. Could be harder or easier than previous years Growth as an historian Growth as an historian

13 HGS History Hybrid Model History teaching with passion Chief Examiner's Reading from 30 years ago Exam Board Specification Teacher and Student led Lessons and Notes Practice Essays and Technique An A Level Accreditation AND Growth as an Historian Teacher's Holiday Reading Wider reading improving writing style Independent reading using library/blog

14 ‘ It is impossible to predict what disciplines will be of most economic and social value in a rapidly changing world. Most of the big breakthroughs in the development of products and services these days come from collaboration among different disciplines. ’ Richard Lambert, former Director of Confederation of British Industry History teaching with passion 'You go into the humanities to pursue your intellectual passion; and it just so happens as a by- product, that you emerge as a desired commodity for industry.' Damon Horowitz, Director of Engineering, Google.

15 Appendix History teaching with passion31

16 Lightbulb moments ‘ Seeing the lightbulb above their heads when they understand what the study of history is all about – when they’ve made a qualitative leap.’ ‘That moment when the penny drops and you can sense that a student has begun to understand the process of thinking historically.’ ‘History teaching matters when it is meaningful in some way – beyond the usual skills development. Sometimes there is that flash of recognition when they see the past/their community/their own life/their future differently.’ History teaching with passion8

17 Love, engagement and making a difference ‘I teach history because I love history... In teaching it you have the sense that you are opening minds to things they never considered previously.’ ‘I want to inspire an enduring love of history that lasts well-beyond the degree.’ ‘I really get a kick out of seeing students develop, particularly to the point when they don’t need me anymore... I like the fact that I can make a difference to so many lives.’ History teaching with passion7

18 David Pace – teaching & love of the subject History teaching with passion9

19 Sean Brawley – Connecting research & teaching History teaching with passion10

20 David Pace – I love the interaction History teaching with passion11


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