History Is About the Past; Education Is About the Present and Is Concerned with Improving the Present Individuals by Appropriate Studies (Burston, 1980:9). as a Prospective History Teacher, Justify the Relevance of

Topics: History, Education, Citizenship Pages: 5 (1816 words) Published: July 3, 2013

Assignment number one.

COURSE TITLE: History Teaching Methods

TASK: History is about the past; education is about the present and is concerned with improving the present individuals by appropriate studies (Burston, 1980:9). As a prospective history teacher, justify the relevance of history as a curriculum discipline in modern Malawi.

SUBMITTED BY: Frances Simwinga.

SUBMITEED TO : Mr. N. Dzikanyanga.

History is the analysis of and interpretation of the human past that enables us to study continuity and change over time and space. Education on the other hand is about the present and concerned with improving the present individuals by appropriate studies. This relative difference between history and education raises the problem of whether history should have a place as curriculum discipline in modern Malawi. History entails a research, a narrative or an account that is commonly related to person, institution or place. The society of Malawi has people, institution as well as places that are historical and therefore to forgo the study of these things will bar the citizens to appreciate the social, cultural, political and economic events or changes happening in the country as well as the changes that have occurred. It has to be noted that change and continuity has been of human experience in every society including Malawi.History, as a curriculum discipline in modern Malawi is relevant if Malawi is to understand its role in Africa and the world at large in dealing with global realities such as climate change, gender relations, Pandemics among others. To begin with, history inclusion in the modern Malawi curriculum as a subject is also justifiable because it vital for good citizenship. Good citizenship is a common justification of placing history in a school curriculum. Other disciplines such as engineering, medicine and agriculture can really provide immediate solution to our daily problems their purpose cannot be an end in itself. There is need for a good citizen who will not avoid tax nor engage in corruption among others to ensure that every citizen benefits from the services. This is why history has to be taught so that people can learn good citizenship skills. History for instance accounts for why certain civilisations collapsed and why others triumphed. From this, students can deduce good traits of how citizen should act in order to develop his or her country. History provides information about the national institutions, problems and values. It is the storehouse of how nations have interacted with other nations. It provides comparative perspective essential for responsible citizens in a country. History would give Malawi essential habits of mind important for r public behaviour such as the importance of citizen participation in public activities, such as a community leader, an informed voter, and a well-informed petitioner. The second justification of history as a curriculum discipline in modern Malawi is that history will help Malawi as a country to recognise change and how our society must be channelled to meet the nation’s needs. For example, it is only when we notice that there is a change in the economic level of the people that we can stop subsidising some public services such as oil, water, education and farming tools. Likewise the changes that have occurred due to the scourge of HIV and AIDS pandemic has necessitated the abolition of some traditional practices Fisi,Kupimbira and Chokolo that increase the vulnerability of contracting the deadly disease. History can provide a historical analysis on why there is resistance from people as well as how people will be affected structurally if they alter their social institutions. History is able to trace things that have changed in a particular society including those that...

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Hoge and John, D. Teaching history for citizenship in the elementary school, (Bloomington: ERIC Clearinghouse, 2003) p.8 Retrieved on July, 05, 2013, from http://www.ericed.gov/ERICWebportal
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Mazrui, A. A. “Dilemmas of African Historiography and the philosophy of the Unesco General History of Africa.” In The Methodology of Contemporary African History, (Paris : United Nations, 1984)
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