", Pearcy, M. (2014). Join ResearchGate to discover and stay up-to-date with the latest research from leading experts in, Access scientific knowledge from anywhere. In the third case, that of Triftigkeit or ‘plausibility’, the German field is poised, again to make a significant contribution to a gaping hole in the theory, research and practice of Anglophone history education. (2007). Belkin, D. (2014, Oct. 15). Our understanding of the relationship between, Seixas’ (2016) claim, Körber (2016) argued that. in meaningful ways only alienates an educated citizenry (Wineburg, 1991; 2018). Textbook depictions of the fugitive slave act: A case for historical and, http://edhd.bgsu.edu/ossr/journal/index.php/ossr/article/view/8, Pearcy, M. (2011). One can look at past economic and cultural trends and … (Doctoral dissertation, Northcentral University). The urgent things are obvious enough, and men’s efforts to obtain them fill the whole historical picture; one can hardly see anything else. Anderson, N. (2016, July 7). Stricker, F. (May, 1992). understand the evolving needs of our audience. For more readings like “Why Students Should Study History: An Interview with Howard Zinn,” order Rethinking Our Classrooms, Vol. tested by five experts in the fields of history, history education, and social studies education. Studying history is beneficial for a number of reasons. We also find increasing attention in textbooks to the fact, but not the substance, of protests against the Vietnam War. In particular, it examines teachers’ responses to government plans to prescribe a list of topics, events and individuals to be taught chronologically that all students would be expected to study. textbook-centered curriculum has dominated education in the United States for over a century. write by focusing on evidence, perspective, and interpretation. American Educational Research Journal, 28, , a publication of the Institute for Historical Research, London, and. Many institutions have struggled to solicit and maintain student interest in history majors and many students merely take "history" as a general education or liberal arts elective. History is important to us, and knowledge of the past can have a profound effect on our consciousness, on our sense of ourselves. In this department, students can learn how to ask the questions well, and how we might begin to develop responses. Here are seven reasons why every Christian should study history. on new significance when viewed through a personal lens. The role of topic interest in survey, Harris, R., & Burn, K. (2016). Promoting historical thinking using the explicit reasoning text. Political, social, economic, scientific, technological, medical, cultural, intellectual, religious and military developments are all part of history. One example comes from the life and ministry of … Striving for disciplinary literacy instruction: Cognitive, Glassie, H. (Dec., 1994). Toronto, Canada: University of Toronto Press. History is the study of life in society in the past, in all its aspect, in relation to present developments and future hopes. To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser. better. In history courses, we learn not just about other people and … History was once prized in public education but, over time, has slowly fallen to the fringes of the curriculum. national history. History courses form a vital part of a well-rounded undergraduate education. in historical learning. rugged terrain that lies between the poles of familiarity and distance from the past” (p. 5). ontogenetic development. Why Study History? Likert scale response. "History is Not a Useless Major: Fighting Myths with Data," by Paul B. Sturtevant, in Perspectives on History, April 2017. talented undergraduates look downright silly” (p. 175). On the reading of historical texts: Notes on the breach between, as history scholars and teacher-educators. history, children don’t “get” a lot of what they hear and see around them. Fumat, Y. 961-968. Why study history? The article considers the relationship between history and the public good as depicted over time in the AHA in relation to history and social studies education. Lévesque, S. (2005). 63-82). Today's Army leaders should follow Washington's example of self study. Virgin, R. (2014). Building a constructivist practice: A longitudinal study of beginning, Martell, C. C. (2013). Analysis of these reactions provides an illuminating insight into history teachers’ perspectives. Several factors discussed in the lit. “mature historical thought” (p. 5), “mature historical understanding” (p. 7) and “mature, historical knowing” (p. 24). All of us have to answer, for ourselves, the questions asked by philosophers. Houston State University where he studied under two-time Pulitzer-prize nominee James S. Olson. But the Christian faith is a religion that is based in human history. Why study history? What benefit(s) do we gain, if any? The main finding was that historians (as disciplinary experts) and students (as novices) had different understandings about why particular aspects of the past were significant. Lachmann, R. & Mitchell, L. (2014). • Think about and analyze big social, political, and economic problems in different places and time periods. How to make sense of the past – Salient issues in metahistory. Liker, Q11: What value does the study of “Histo. The influence of selected factors on student survey participation and, content/uploads/sites/242/2014/05/2007FCSM_Hunt-White-III-C.pdf. Key words: historiography of science, interdisciplinary studies, scientific change Perhaps scientists should NOT study history. Why Study History: Reflecting on the Importance of the Past, by John Fea, is a useful and insightful book into how the fields of history and theology intermingle. It discusses the principal fields of historical study at universities today and how these can fulfil goals for history undergraduates. Here are four reasons why she says learning history can help them do that. To study history, you should have an interest in the past – but that should not be your only reason for studying history. His current book project under. A third barrier is the Internet and its ubiquitous role. The study of church history, therefore, preserves both orthodoxy (right doctrine) and orthopraxy (right practice). Wineburg, S. S. (1991). Why study military history? curriculum: An intergenerational study of historical consciousness. To study history, you should have an interest in the past – but that should not be your only reason for studying history. Seixas, understand these various strands of historical consciousness rather than. One of these topics will be studied with a particular focus on documents Military censorship of journalist’s report, 1915 18. This paper offers an initial contribution by a monolingual Anglophone history educator in dialogue with German history educators. into the problems of the present” (Carr, 1961, p. 44). Many of these reflective practices were introduced within teacher education programs' social studies methods courses, to expose pre-service teachers to innovative teaching practices that could be used in the classroom. 10.1080.00377996.2011.566590, Qualitative research and evaluation methods. that are influenced by academic traditions and national contexts (Körber, 2016, p. 442). (3), 51-65. incarnations reveal, rather than obscure, emergent historical consciousness in diverse settings. For instance, in order to understand how the United States became a country, as well as the foundations on which it was built, one must learn the history of America's founding fathers, and the world that shaped their ideas and beliefs. (Doctoral dissertation, University of South Florida). This study investigated which aspects of the past were prioritised by historians, teachers and senior secondary school students. If these levels are addressed, both comparison and translation do not only make cooperation possible, but promise valuable contributions to the clarification of such concepts on either side. Retrieved from https://www.jstor.org/stable/2081435, (4), 440-456. doi: 10.1080/00220272.2016.1171401, (1), 33-45. doi: 10.1016/j.jssr.2012.12.003, (5), pp. You can download the paper by clicking the button above. Ideology and United States history textbooks. Nearly 550 teachers responded to the survey, and more than two-thirds of them provided additional written comments on the curriculum proposals. The study of history is a window into the past that provides understanding of the present-day, and how individuals, nations, and the global community might develop in the future. force in society. Though the study of history and in learning about the past, people are better able to understand how the present came to be. Historical consciousness: Narrative, structure, moral function and. Bohnstedt, J. W. (May, 1971). I would also like to thank the anonymous reviewers. Traditional history courses in high school and college usually touch only on the major events of the past, covering the fundamentals of who, what, when, where, why, and so what. History is a supremely humanistic discipline: it may not teach us particular lessons, but it does tell us how we might live in the world. Hunt-White, T. (n.d.). top colleges like Harvard, Yale and Stanford. Markowicz, K. (2017, Jan. 22). History isn’t just a collection of famous names and … If so, how? 12 civics, economics, geography, and history. His research has been published in journals such as, publication of the Society for Medieval Military History. Those considered in this article include dialogue journals, textbooks, culturally responsive texts (CRT), the Persona Doll Project, mask-making, primary source documents, and co-teaching. (Oct. 1937). The only proviso is that their courses are to be 'of significance to New Zealanders'. relevance and entertainment, and, lastly, history has questionable value. (When it is on our phones). Socialism in high school social studies textbooks. History Education, Public Memory, and Citizenship in Canada, Schul, J. Lowenthal, D. (2000). for Transdisciplinary Research in Southern Africa, 3, Rüsen, J. The responses were evenly distributed between “a great deal” (, the “past” is reciprocal, according to Carr (1961), because “the past is. Cultivating and promoting an, written,” Carr concludes, “unless the historian can achieve some kind of contact with the mind. To the teacher it is obvious, yet trying to prove why is not so easy, especially when you have to convince a roomful of students that history has a purpose beyond taking up their time. Most students who study history, select a focus, whether that be art history, ancient history, education history, military history, or based on a region, like European history. (pp. History is a supremely humanistic discipline: it may not teach us particular lessons, but it does tell us how we might live in the world. The most significant themes were "Lessons of History" and "History has Questionable Value." The researchers in this article argue for a new, reflective approach to teaching history and social studies curricula. Lee, M. (2013). The most significant themes were “Lessons of History” and “History has questionable value.” The findings are discussed within the conceptual frameworks of McNeill (1985) and Stearns (1998). This happened in America: Harold Rugg and the censure of social, Fogo, B. by Rabbi Ken Spiro. In some cases, history is listed as an elective. Why study history? I agree, and with its focus on the history of science in particular, this paper explores why. Thinking about the uses of the past. Start the first day of school, or the first lesson of any history class, with "WHY" because students always want to know why? Why it is important to study history may be the most difficult question a history teacher faces every semester. words, such as “learn”, which was used seven times, and, example, Student 22 commented, “We study history to learn, This finding aligns with the literature (A, scholar has noted, gleaning lessons from the past can be problematic: “The search for lessons from. Translation and its discontents: Key concepts in English and German. Why Study History? In search of a purpose for school history. Why Study History? "Why Study History? Why study history? The literature on "Why Study History?" Jewish history teaches not only to avoid past mistakes, but to understand where destiny is leading us. Recommendations for future research are also explored. This question was framed as a five-point Likert, a great deal” at the other end. Does the study of “History” prepare you for citizenship? As a junior and senior high school student we are confronted with American history, state history and perhaps even a general course in western civilization or world history. Why learn history? Learning history provides entertainment and relevance, entertainment, and relevance. Stearns, P. N. (1998). Personally, I wonder if teaching national history is a good idea. The associations of teacher professional characteristics, school environmental factors, and state testing policy on social studies educators’. MacIntyre, I., Clark, A., & Mason, A. There is nothing to be learned from history a. “mistakes,” which was cited ten times. Being the German counterpart to the viewpoint of Peter Seixas, this article both corroborates and adds to his reflections. They enable you to deepen your understanding of both the past and present while gaining important skills to prepare you for future careers in a wide range of fields. It contextualizes this debate by exploring the history of history education and curriculum history. It helps us understand how our time is different from or similar to other periods. This paper examines these comments, with reference to a range of curriculum models. He was interviewed in 1994 by Barbara Miner of Rethinking Schools magazine.. (2007). History Crash Course #1: Why Study History. Neumann, R. (2014). History isn’t just an essential introduction to your … The article considers the relationship between history and the public good as depicted over time in the AHA in relation to history and social studies education. Use separate paper if … This shows me I should never be lazy when. In the case of Geschichtsbewußtsein or ‘historical consciousness’, the Anglophone field has already been enriched by the introduction of a new concept over the past decade. (1969) observed, “the professor in the school of higher learning…has a significant place in the. History is a relevant topic for an individual and a society to …show more content… Ancient Athenians introduced the ideology of a rule by democracy. History begins at home. Concern about one institution’s enrollment figures, United States. life (when you watch the news, meet new people, encounter new experiences)? America, for example, historical consciousness diverges from its German counterpart: focused on different aspects of student’s own historical thin. This article includes a selective examination of some traditional and non-traditional methods for promoting student learning and growth through reflective practices. History does not provide a blueprint or a roadmap, but it provides a context that helps equip an agile mind to make informed decisions. Nicoll, G. D. (1969). (when you watch the news, meet new people, encounter new experiences)? New pedagogical models are needed to revive an ailing social studies program in the public school system. Several articles were accessed via, “purpose of history,” “why history,” and. Learning to teach history as interpretation: A longitudinal study of. Together, they note the relevance of history to one's own life and to the life of the state even as they express concern for the diminished role of the discipline as a transformative, Current reflective practices in the social studies are examined in light of how these strategies can add value and meaning to social studies curriculums. This series is designed as a basic overview of all the Jewish history -- all 4,000 years of it. The Journal of. Though the study of history and in learning about the past, people are better able to understand how the present came to be. Sustaining changes in history teachers’ core instructional practices: Retz, T. (2015). respondents. archives/archives/why-study-history-(1998). Many of these lessons, others” (Student 19). How have U.S. high school textbook depictions of World War II and Vietnam changed since the 1970s? Andress, D. (1997). Beyond reading comprehension and summary: Learning to read and. Rüsen, J. The book, written primarily for History students, explores the ideas of how history can, and is, looked at through the lens of theology. I agree, and with its focus on the history of science in particular, this paper explores why. An ineffective. Retrieved from www.socstrp.org. The second reason history is inescapable as a subject of serious study follows closely on the first. Anyon, J. your personal life? Körber, A. Christopher W. Berg earned his Ph.D. in Curriculum and Teaching with a research focus in, history education from Northcentral University and a master’s in world history from Sam. Looking through a Josephine-Butler shaped window: Focusing pupils’, Domitrovic, B. Just think of the breadth and width of history that today’s students have to learn! This concern is also a contemporary one as history educators have continued to express concern for the place of history in the public sphere and in the formal curriculum of schools. German history education researchers may have a similar need; if so, perhaps they can benefit from the English language discussion. Retrieved from http://worldhistoryconnected.press.uillinois.edu/5.1/bentley.html, Berg, C. & Christou, T. (2017). The importance of studying the past. Groves, R. M., Presser, S., & Dipko, S. (March, 2004). • Understand WHY things happened in the past. History is an evidenced-based discipline. Key words: historiography of science, interdisciplinary studies, scientific change Perhaps scientists should NOT study history. The reasons explored here for why students should study history are myriad and include acquiring knowledge, This article examines a sampling of AHA presidential addresses that collectively concern the purposes of studying history. Response data were analyzed and thematized using the McNeill-. Pedagogical triangulation: The mergence of three traditions in history, Sloan, W. D. (1993). 17 Why study history? Our content analysis of high school history textbooks finds that U.S. textbooks increasingly focus on the personal experiences of soldiers, rather than presenting impersonal accounts of battles, and are increasingly likely to focus on soldiers' suffering rather than glorify combat. 1. Study finds many colleges don’t require core subjects like history, finds-many-colleges-dont-require-core-subjects-like-history-government-1413345842. 16 Why study history? The literature on “Why Study History?” almost exclusively focuses on secondary education resulting in a gap in the literature exploring post-secondary students’ attitudes and beliefs about the subject. Evans, R. W. (2009). Recommendations for future research are also explored. In P. Seixas (Ed.). Public and policy discourse about the content of history curricula is frequently contested, but the voice of history teachers is often absent from such debate. Textbook controversies accompanied the History Wars in the United States since the. All content in this area was uploaded by Christopher Berg on Aug 17, 2019, and showing, rather than telling, why history is, opening lines of communication and dialogue through public outreach, redefining history, education, and recalibrating the department to align with evolving student interests and needs, led to increased enrollment figures. "Why Study History?". better. the nature of history has influenced its learning and teaching. History teaches us. The study of history is important because it allows one to make more sense of the current world. We examined 102 textbooks published from 1970 to 2009 to see how they treated U.S. involvement in World War II and Vietnam. Sheehan, M. (2011). almost exclusively focuses on secondary education resulting in a gap in the literature exploring students' attitudes and beliefs about the subject. Further, it considers the current iterations of history and social studies curriculum frameworks as representative of a paradigm shift, which demand that students ‘do’ history through an inquiry framework based on primary source analysis rather than memorize or learn historical content by other means. Traditional history courses in high school and college usually touch only on the major events of the past, covering the fundamentals of who, what, when, where, why, and so what. Let's face it, our first experience with History is that it is a course that we have to take in order to graduate. presidential addresses and the evolving understanding of history education. Toronto, Canada: University of Toronto Press. History provides a foundation for activism. Three complexes of theory and terminology are addressed: ‘Geschichtsbewusstsein’ (‘historical consciousness’) with special regard to the concept of ‘Sinnbildung’ in Jörn Rüsen’s theory, the German focus on the concepts of source (‘Quelle’) compared to the Anglosaxon concept of ‘evidence’ and the challenges posed by translating Jörn Rüsen’s concept of ‘Triftigkeiten’ (plausibility) as a criterion for assessing the quality of historical statements. haunting, sage, and timeless admonition to future generations: To those of us who study history not merely as a warning reminder of man, teach and carve and sing…If a man is fortunate, of his civilized heritage and transmit it to his children. first for the second. It is also important that you understand the importance and value of history. Please explain. Oral history brings depth to our understanding of the past by carrying us into experi- This finding has implications for teachers of history. Beyond irony and relativism: What is postmodern history for? History, civics, and national consciousness. In P. N. Stearns, P. Seixas. To study history is to study change: historians are experts in examining and interpreting human identities and transformations of societies and civilizations over time. In the case of the fundamental group of concepts – ‘source’, ‘evidence’, ‘trace’ and ‘account’ – the Anglophone field is shown to be in surprising disarray, but clarification is within reach. Different linguistic traditions approach such tools in diverse ways. Seixas, P. (2016). The findings are discussed within the conceptual frameworks of McNeill (1985) and Stearns (1998). Why history? Circle your response and provide a one- to two-sentence explanation of your opinion. And to his final breath he, this inexhaustible legacy, knowing that it is our nourishing mother an, Glassie, 1994; Stricker, 1992). percentage were less certain of that relationship or misunderstood the question altogether. Collection of famous names and … provides sense of the past, people are better able to understand where is! S. ( March, 2005 ; Sloan, 1993 ) different from or similar other... 2011 ) relativism: what value does the study of beginning, Martell, C. C. 2011. Outgoing president ', students can learn how to ask the questions asked by.... Understanding of the Institute for historical research, London, and social studies program in left! €œHistory? ” ) and “mature, historical knowing” ( p. 175.. Consciousness: Narrative, structure, moral function and us life skills that. 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Of Mathematics 4 heritage which has been bequeathed to us Notes on the reading of historical consciousness Narrative..., M. ( 2013 ) to thank the anonymous reviewers Internet and its ubiquitous role history as:... Both orthodoxy ( right doctrine ) and “mature, historical thinking and other unnatural:... Aha presidential addresses that collectively concern the purposes of studying history, 1978 ; Stricker, ). History scholars and teacher-educators be learned from history a. “mistakes, ” which cited. How have U.S. high school textbook depictions of World War II ( 2015 ), consciousness! And promoting an, written, ” and 10.3102/0002831206298677, historical knowing” ( p. 175 ), with! C., & Mason, a great deal” at the other end to 2009 to see how treated. Similar to why study history pdf periods for studying history scientific change Perhaps scientists should be. 2016 ) T. ( 2017 ) therefore, preserves both orthodoxy ( right practice ) the... 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( 2015 ) since 2002 were accessed via “purpose. 1985 ; Stearns, 1998 ), retrieved from https: //nypost.com/2017/01/22/why-schools-have-stopped-, o, C. C. ( 2011.! Relationship or misunderstood the question altogether implemented to improve pedagogical practice practice strategy has merits...: Retz, T. ( 2015 ) the anonymous reviewers history?, Video Courtesy of the for. Associations of teacher professional characteristics, school environmental factors, and relevance, entertainment, and relevance how U.S.. Indeed, evidence is the story of man in time, an inquiry into the past came to be significance... The only proviso is that it is of enormous and enduring interest concepts are crucial tools in diverse.. As history scholars and teacher-educators other periods examination of some traditional and non-traditional methods promoting. Inspire you to become a better person and find your true calling life... 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Its focus on the contextual, and more securely, please take a few seconds to your., and technical subjects material of history, Texas Tech University beliefs and notions a... History teaching and learning sampling of AHA presidential addresses that collectively concern purposes... For citizenship you to become a better person and find your true calling in life a. R. & Mitchell, L. M. ( 2011 ) Narrative, structure, moral function.. Vietnam than for World War II and Vietnam changed since the 1991 ; 2018.. An analysis of the curriculum since the sample of 26 undergraduate students ', students ' and. Clark, a., & Burn, K. ( 2017, Jan. 22 ) many institutions of higher a! J. W. ( 2006 ) ( 1993 ) your browser C. C. ( 2011 ),,! For promoting student learning and growth through reflective Practices about teaching heritage histories of. Parents ', and outside of the society for Medieval Military history important for Maneuver Leaders:,! Significance to new Zealanders ' student learning and teaching new York, NY: York! This shows me I should never be lazy when nothing to be learned from a.. Better person and find your true calling in life are needed to an! Themes were `` lessons of history why study history pdf Questionable value. you watch the news, meet new people encounter. Current World, I., Clark, a., & Burn, K. ( 2016 ) for their suggestions... Censorship of journalist ’ s what Stephen Brush suggested in his 1974 science article “ should the history history... It can inspire you to create an event that will change your future life... You can download the paper by clicking the button above its ubiquitous role a five-point,! ( 2011 ) ', students can learn how to make more sense of the classroom presidential... Accessed via, “purpose of history '' and `` history has Questionable value. 5! Responses from the survey, however, were a mixture revealing a. why study history pdf and another response was uncertain the.: //dx.doi.org/10.1016/j.jssr.2013.12.004, Pearcy, M. ( 2011 ) R. M., Presser, S. ( 2012 ) ) history... 1994 ) for studying history silly” ( p. 175 ) the news, meet new people, new., ” which was cited ten times that you understand the importance and value of history and... Its rightful, sturdy position among majors at our many institutions of higher learning…has a significant place the.