Aims, Objectives
and Values of Teaching History
Down through the ages, the importance of aims in life
have been emphasized by the scholars, philosophers, historians and educators.
Life is unthinkable with an aim “To have an aim is to act with meaning, not
like an automatic machine” An activity which has a beginning, an end and an
intervening process between the two can be said to have an aim. It is a
foresight in advance, of the end, the consequences, and the fruits of action.
A certain amount of confusion is
caused by the use of different terms like goals, aims, objectives and values.
Educational goals are the ends that society sets for its education system. When
we impart formal education, we expect certain results form the presentation of
a particular subject to the students. Such expectations are the aims. In this
sense aims may be considered as targets, because they indicate the precise
direction that educators must follow in all or part of the education system.
Objectives on the other hand, are best thought of as the intended outcomes of
the process of education. Without an aim and an objective, no purposeful
activity will have that real force which directs it and makes it meaningful.
All of us are engaged in purposeful
activities to realize the aims of life. After finalizing our aims and
objectives, we devise methods to reach the desired goal. When we reach the
desired goal, we call it values. Thus values are the actual results we obtain in
our life.
Thus while aims refer to general and
long term goals, objectives indicates immediate, specific and attainable goals
and values are the actual results. Aims are ideals which are not based on
experiments or values. On the other hand, they spring from desired goals.
Objectives are attainable goals and values are expected outcomes. Aims, based
on philosophy and values, are based on reality. Hence, outcomes are the most
important because they deal wih values which are achieved through instruction,
after deciding aims and objectives.
It is important for all those who are concerned with
education to carefully consider what their goals, aims, objectives and vaules
are. If they do not,then all their efforts become aimless, poinless and
purposeless.
As in all other subjectives and values are very
important. We iintroduce history as a school subject with certain aims,
objectives and values. We achieve many values even if we do not aim at
achieving them. Therefore, I is very important not to confuse the aims and
objectives for which the teaching o history is used, with the values of
experience, which we actually obtain.
General aims of teaching history
After developing a proper concept of
the erm ‘history’ we shall now study the aims and objectives of eaching history
in our schools. They are as ollows
1) To rain the
powers of imagination, memory and reasoning
we teach history to train or develop the power o
reproduction as well as constructive imagination o pupils y directing it in
certain channels. It rains memory and power o construction of our children. I
also improves the reasoning and judegment of the students, by presenting acts
in a loical order. Human aairs are not simple. They are complex. The events and
experiences o man, in history are’bad’ as well as ‘good’. C.P. Hill says, ‘in
the realm of ntellectual discipiline, the siniicant, to distinguish between
propaganda and truth’.
Teaching of history thus develops the powewr o right
thinking. It develops the ability to collect and correlate facts.
Mr.F.C.Happold says ‘the eaching of history helps o express the results, in
clear and vivid form, free from bias and irrational prejudices, the ability to
think and argue ogically and o form an independent judgement supported by the
evidence which is availale and at the same ime, the realization that every
conclusion must be regarded as a working hypothesis to be modified or rejected
in the light of fresh evidence’. Thus, we can enable the students to realllize
that the present is the outcome of the past and the whole of human life is
represented by history.
2)
The social, moral and national aim of teaching history
Social: Study of history socializes the child. He identifies
himself with the struggles and sacrifices of the race. He develops a sympathetic
understanding of human life in the past in the present. The history teacher
enlightens the students about how people in the past have suppressed personal
impulses in the interest of the society. The child learns form history how to
adjust himself to the social life.
Moral: History is taught by
examples. Ramayana and the Mahabharat inculcate in the minds of the students a
sense of morality. The study of the lives of saints, heroes and reformers makes
the children courageous, truthful and just. Through the teaching of history, we
can easily impress upon the pupils how they can develop moral values. We can
create love of all that is noble by bringing the pupils in contact with the
lives of great men also.
National: To develop a feeling for the nation is an important
aim of teaching history. We can foster patriotism among the pupils. They can
know the glorious past of their motherland and can develop a love for the
motherland. Here the role of the teacher is very important. He should encourage
students to study history without bias or prejudice against other nations or
races. Patriotism is not ‘chauvinism’. It works for the common welfare of man
and citizenship of which nations may well be proud of, ‘the patriotism which
knows no frontiers’. It has to develop national humility.
3)
History provides a special kind of mental training
History provides a special kind of mental training to the older children which they
will find extremely useful when they grow up and have to solve the problems of
everyday life. It is an irrefutable fact that a boy has to use his mind most in
history. He is constantly drawing upon his memory to remember what he has been
studying; on his imagination to visualize conditions and civilizations widely
different form his own; and on his imaginative sympathy to enter into the
motives, inclinations and desires of the principal protagonists on the stage.
But,
most important of all, he has to rely on his ability to collect, examine and
correlate facts in an impartial manner and to express the result methodically
in clear vivid language; on his ability to think and argue logically, free from
bias or prejudice; and lastly on his judgment to estimate character.
4)
History provides knowledge about the contribution of greatmen in history
History narrates the contributions
of greatmen in the past. Knowledge of such contribution develops an insight
among the students. They develop the idea of national integration,
international understanding, patriotism, moral values, social service, etc., under
such circumstance, the child will have an opportunity of feeling that history
can inspire and of realizing the countless ways in which the greatmen of his
country have served mankind and have thereby won the universal love, respect
and admiration of posterity.
5)
Teaching of history develop time-sense, space-sense and geographical situations
History links the present with the
past. It is time-sense which provides direct knowledge to the student about the
causal relationship that exists among such historical events and experiences.
Space-sense in history helps the students to link local with distant places.
Thus, they know about their own country and countries outside. Knowledge about
geographical situations provides knowledge about geographical location of
historical happenings.
6)
History helps to understand the present
One of the important aims of
teaching history is to understand the present in the light of the past. People
learn history with a view to gain knowledge of all happenings from past to the
present. Such happenings are causally connected among themselves. Without
knowledge of the past, much of what we find around us would be meaningless. The
Indian Independence Act of 1947 would be unintelligible unless one has a
knowledge of the political, social and economic history of India England
7)
History teaches tolerance
Study of history helps the students
to develop tolerance towards other religious, culture and social order. The
child respects others ideas and ideas.
8)
It create a scientific attitude
History develops the power of judgement of our students and stimulates
thought. It helps the adolescents to balance and control their emotions and
their outlook. Thus, study of history creates a scientific attitude in our
students.
9)
It develops a sense of international understanding
The necessary of establishing lasting peace among the nations of the
world, was never felt more urgently before than it is today. The previous
global wars have made it quite clear to all the nations of the world that
another war of a similar nature may wipe out the entire mankind from earth.
Thus, internationalism is an idea of the twentieth century. Democracy believes
that the will of the common man must be supreme in all matters. History
testifies that the common man doesn’t want war. He wants peace. Now peace is
not confined to a single nation. It refers to peace at international levels,
between man and man and between nation and nation. The school directs the
emotional and intellectual development of children. Teaching of history,
therefore, reorients the minds of the young students in the direction of peace
and international understanding, through its curriculum and textbooks. In the
curriculum, where emphasis is laid on international understanding, history
should teach about the life of the people rather than about the battles and
deeds of kings. The syllabus in history should include world history, which may
enable the students to appreciate the nature of modern externalism. It can
destroy the prejudices that still exist among the nations of the world.
10)
The formation of habits and skills
In the teaching of history, habits and skills constitute as an
important part. Habit has been defined as, “a relatively simple acquired
tendency to act, usually described in terms of outward conduct. “The teaching
of history can contribute greatly to the development of the habit of
independent study, habit of accuracy, speed and neatness, habit of using
references and textbooks intelligently and the habit of controlling the
emotions under extreme provocation.
11)
To develop interest in the study of history
While learning a particular subject, development of interest is
considered as one of the most important aims. Interest is a precondition and a
sign of learning. Enjoyment necessarily induces learning. Development of
interest in the subject is of great significance for the school students. They
enjoy the past events and experiences by the study of history. Therefore,
development of interest I the study of history should be accepted as one of the
aims for learning history.
Aims
of teaching history at the primary stage
Children at the primary stage of education possess a concrete mind.
Therefore, they fall to comprehend the abstract ideas and to indulge in deep
deductive reasoning. They are curious to learn new things around them and ask
questions. They have also a strong story interests. When they listen to
stories, they get an opportunity for identification and make- belief.
Understanding this nature of the child, formal education should try to lay the
foundations of a serious study of history in him in future. Considering all
these, the following are the aims of teaching history to the primary school
children.
(i)
Steps must be taken to explain to the students
the “why” of things in their environment. Thus, they can learn the past events.
Children like to know about the festivals of their locality. Knowledge of
history helps them to know about the historical origin of such festivals.
(ii)
Children
at the primary stage of education are interested in stories of historical
significance are narrated in the classroom; children will be interested to
learn history. Such stories should be presented to them with sincerity,
vividness, and in clear simple language so that the characters whose
acquaintance he is making are real to him and may live for him again.
(iii)
Teaching of history broadens the outlook of
the primary school children. When learn the events of world history, they
easily understand the relationship between different countries of the world.
Thus, they develop an international outlook.
(iv)
When the teachers teach history through
story- telling method, the children develop interest in the study of history.
Instead of learning history form the examination point-of-view, they learn this
subject with natural interest.
Aim
of teaching history at the secondary stage of education
in terms of pupil behaviour
The aims of teaching history at the secondary stage of education will
bear more fruit if we can spell them out in terms of pupil bahaviour, expected
to develop as a result of the study. In the terms of pupil behaviour, the aims
of teaching history during this stage should be as follows:
i.
The
pupils should know the most significant happenings in the past which are
causally related to the happenings in the national and state life.
ii.
The
pupils should also be able to determine the cause and effect relationship
between them.
iii.
The
pupils should of great also be able to make critical estimates of the
contributions of great personalities of the past and in the present in terms of
their influence over subsequent happiness in national and state history in
specific fields.
iv.
The
pupils should be able to locate dates of historical happenings (as studied) in
the time-line against appropriate happenings and vice-versa.
v.
The
pupils should be able to locate places of historical happenings (as studied in
map).
vi.
The
pupils should collect in scrap books, pictures and information relevant to
history; their leisure time readings should also display their interest in the
study of history.
vii.
The
pupils should develop a strong belief in the unity of India
viii.
The
pupils should also develop a positive attitude towards the members of other
religions and linguistic groups.
ix.
They
should take pride in the achievements of India
x.
The
pupils should also develop positive feelings towards people of all
nationalities.
Teaching
of history can develop certain motor skills of the students. A skill has been
defined as, “a complex of simple habits used with greater consciousness of the
end in view”. Such skills as preparation and use of teaching aids like
outlines, maps, charts, models, time-lines and graphs should constitute an
important part in the teaching of history. The teacher should try to develop
efficiency and independence in the use of libraries.
Aims of teaching history according to
Miss Drummond
Miss Drummond in her book “History in schools” has
enumerated the following as the aims of teaching history.
(i) To create interest for the study of history
The first aim of teaching history is to create
interest in the future. This history has to be established. History, in fact,
is the treasure of knowledge and so its study can be very useful for young
children.
(ii)To form a scientific outline
The study of history aims at the development of the
scientific outlook in the students. The power of observation of the students
should be developed with the data provide by history.
(iii) To develop international outlook
and understanding
Today, we are living in an era of international
understanding and outlook. We cannot live unless we are able and prepared to
understand the outlook of the people of other countries. The study of history
should enable the students to develop this outlook.
John
Dewey on History: On the aims of history, Dewey says. “History is to be
studied not because it is an account of the past, but because it helps us to
understand the present”.
Morley
on history: Regarding the aims of teaching history, Morley says, “It is the
present which really interests us, it is the present we seek to understand and
explain. I want to know what man thought and did in the 13th
century, not out of dilettante or idle antiquarian curiosity, but because the
13th century was at the root of thought and action in the 19th
century”
Aim of teaching history democracy and
nationalism
Democracy and nationalism have now
become a way of life. The following aims are to be taken into consideration
while teaching history:
i.
To
understand the present in a better manner with the help of the study of the
past.
ii.
To
bring about the development of the intelligence of the students.
iii.
To
help the students to understanding and study other subjects.
iv.
To
promote an understanding of the major stage in the evolution of history.
v.
To
develop a critical appreciation of the past
vi.
To
develop the ability to study the contemporary human race. It presents the
stages of development of the problems of the society, and encourages
participaion in the work of preser vation of historical mounments.
vii.
To
facilitate the study of history of other countries.
Aims and objects of teaching history
according to Arthur C.Bining and David H.Bining
i.
The
accumulation of certain definite knowledge of the past, wisely chosen, to
explain the present in accord with the general aims of secondary education.
ii.
The
development of abilities needed for impartial and effective investigation of
social materials and for rending constructive judgements and decisions about
social affairs.
iii.
The
understanding of such fundamental principles as the continuity of history, that
the life of man and society is dynamic or a process of ceaseless change and
that the increasing complexity and independence of human relations involve many
problems and solutions to these problems.
iv.
The
attainment of noble ideas and high concepts of loyalty to one’s self and to
one’s follows men by teaching the cost of the elements of civilization during
the past.
v.
The
inculcation of attitudes of historical mindedness and scientific mindedness and
such other attitudes as will aid in training for citizenship.
vi.
The
development of cultural interests, such as a taste for reading various phase of
history, a discriminating interest in art and museums, and an interest in
travel.
Aims and
objectives of teaching history according to NCERT with their specifications
The main Aims and objectives of teaching history
according to NCERT have been detailed in the table given.
From
what has been discussed above, it is clear that NCERT emphasises on cognitive
and affective domains of human psyche and are expressed in the form of
knowledge, understanding, application, skill, attitude and appreciation, while
discussing the objective of teaching history.
|
Domain
|
Objective
|
Specification
|
|
|
1.
|
Cognitive
|
The students acquires knowledge of terms, concepts,
events, facts, ideas, trends, movements, related to historical phenomena.
|
The Student
1. Recalls terms etc.,
2. Recognses.
3. Reads maps.
4. Locates maps, charts etc.,
|
|
2.
|
Cognitive
|
Acquires comprehension to terms, concepts, etc.,
|
1.
Translates
mutually different forms of communication.
2.
Differentiates
3.
Compares and
contrasts.
4.
Classifies and
classifications.
5.
Expands and
summarises.
6.
Illustrates.
7.
Detects and
rectifies errors.
8.
Interpolates or
extrapolates required information.
|
|
3.
|
Cognitive
|
Applies knowledge to unfamiliar situations
|
1. Selects facts, concepts etc.,
2. Establishes relationships.
3. Employs known procedures in new situations.
|
|
4.
|
Cognitive
|
Develpos critical and creative thinking
|
1. Discovers difficulties involved.
2.
Detects the
logical fallacies.
3.
Hypothesises.
4.
Verifies
5.
Infers.
6.
Generalises.
7.
Evaluates.
8.
Writes
historical fication.
|
|
5.
|
Cognitive
|
Develpos practical skills in the filed study of
history
|
1.
Improves tools
and apparatus.
2.
Prepares
models.
3.
Draws maps and
charts.
4.
Preserves
specimens and
exhibits.
5.
Manipulates
things.
6.
Organizes
display of exhibits etc.
|
|
6.
|
Affective
|
Develops desirable attitudes .
|
1.
Develops a
sence of patriotism
2.
Becomes
open-minded and receptive
3.
Develop social
virtues.
4.
Accepts civic
responsibilities.
5.
Develop
feelings of national international and international understanding.
6.
Realises the
importance of international cooperation and peace and justice.
7.
Values human
rights and privileges.
8.
Evaluates
social changes critically.
|
|
7.
|
Affective
|
Develops critical and creative thinking.
|
1. Reads voluntarily and appreciates literature and
fiction of historical type.
2. Collects relevant materials.
3. Produces display materials.
4. Discusses in historical perspective the social,
political, economic and educational problems.
5. Visits places of historical interests.
6. Writes articles and fiction and subjects of
historical importance.
|
Aims of teaching history according to
National policy on Education 1986
It is now recognized that an important aspect of a
child’s general education should be the knowledge and understanding of the main
trends in the history of India
In our country, when the teaching of
world history was introduced as a part of the school curriculum, it had many
shortcomings. The emphasis generally was on political developments in a
chronological order, which meant adding something dealing with a few other
countries history of Mesopotamia ,
Egypt Greece Rome India India
About
half of the world- Africa and the America Asia .
In recent years an attempt has been
made to make world history as a part of the general education in school with a
clearer understanding of its objectives. World history is seen not as a
collection of the histories of a few selected countries but as the history of
mankind, the human civilization as a whole. The histories of specific
countries, and civilizations are used as examples of the general history in the
study of the successive stages of distinct social formations, social systems in
their rise and growth and their replacement by new forms of scientific and
cultural development. Attention is also given to promoting an emphasis on the
forces, movements and events that have a close bearing on understanding the
contemporary world.
Keeping in view the conceptual level of children and
the fact that the history of India India India
Objective
The man objectives of teaching
history at this stage may be as follows:
·
To promote an
understanding of the main stages in the growth of human civilization and the
processes of change and development from one stage to another.
·
To promote an
understanding of the common roots of civilization in different parts of the
world and an appreciation of the basic unity of mankind.
·
To promote
knowledge and understanding of a great variety in ethnic groups, languages,
cultures and specific features of social organizations and political systems.
·
To develop an
appreciation of he contribution made by various cultures and peoples to the
heritage of mankind.
·
To foster the
understanding that the mutual interaction of various cultures has been an
important factor in the progress of mankind.
·
To help provide a
world historical perspective to the study of the history of specific countries
so that it is seen in relation to and as a part of the general history of
mankind.
·
To facilitate an
understanding of contemporary world development and problems in their
historical perspective.
·
To facilitate an
understanding of Indian historical development in the wider perspective of
world historical development.
·
To promote the
knowledge and understanding of the forces, factors and events that are crucial
to an understanding of contemporary India
In light of the above mentioned
objectives, the course content at this stage may comprise g general
introduction to the history of human civilization from pre-historic times to
the present day covering all the major areas of the world in various periods.
The history of India India
Values of
teaching history
It is said
“Aims are an end in itself and values are the product.” While aim is a set of
objectives which the teacher tries to achieve. Values are those that we realize
in course of our teaching. They are the actual results of our teaching efforts.
Usually the aims and the actual results differ. When we undertake an activity
with a particular ideal, we may get different results. These are the values.
Values have been defined in the Memorandum of Cambridge University in the
following way:
“Amidst the
multiplicities of values the bewildered teacher may legitimately ask what the
procedure should be; whether he should regard history from an intellectual
standpoint, i.e. as a training of the intellect or views. It has a literal and
broadening influence” Training of imagination and reasoning has been considered
as an aim of teaching history. But this aim is achieved by teaching other
subject like literature and mathematic as well. Hence training of reasoning and
imagination may not be the aims of teaching history. Rather these are the
values that we realize while teaching history.
We teach
history with the aim of inculcating patriotism among the students. To develop
patriotism we shall have to interpret history accurately and try to find out
the truth. If the search for truth becomes our aim, the patriotism that we
realize of our teaching is a value.
We also
teach history for the moral upliftment of our students. The lives of greatmen
in history, who have dedicated their lives for noble causes aids the
development of morality of the students. It is true, no doubt, but the pages of
history also prove that in many cases good or great men have suffered and the
bad have won. The great men in history may not always posses good qualities.
Their qualities at times are exaggerated by the historians. It is not
scientific and reliable. Hence, moral upliftment may be the value of teaching
history, not the aim.
We also
accept training of politicians as our aim of teaching history. But political
life is a part of social life. So we have teach all the aspects of social
life-social, economic, political, religious, artistic etc. hence political
training is a value. It is not the real of teaching history.
The aim of
teaching history is not confined to the story of the past deeds. It is rather
the study of the present. The scientific school of historians are of the
opinion that history should ‘explain’ the present. A students of history should
understand his country, his people, institutions, religion, customs and other
problems in the present context. As a result, he can adjust to the human
environment. The present is the child of the post; it has grown out of the
past. In fact it is the present itself. The present social, political and economic
conditions are the reflections of the past. It links us with the past. Hence,
we can understand the present through the study of history ie., the past events
and experiences. History us to understand our present national and
international problems and to solve them. Thus, when we try to realize the
aims, while teaching history, we realize so many values.
Some values of teaching history
(i) Bacon says, “Where the poets
make men witty, mathematics subtle, natural philosophy deep, moral grave logic
and rhetoric able to contend-histories make men wise.” Thus history makes
people wis
(ii) History develops the spirit of
sympathy and confidence
(iii) It trains the mental faculties
such as critical thinking, memory and imagination. It also quickens our
understanding and gives insight to solve social, economic, political and other
problems.
(iv) Teaching of history develops a
healthy relationship between the teacher and the taught.
(v) Through the study of history, we
can develop effectiveness in oour students.
(vi) It encourages the students for
social service.
(vii) History is a mine of
information. It provides such information, which helpes the students to solve
political. Social, economic, philosophical and language problems. It eliminates
prejudices and conservation from the minds of the students. Therefore, jones
says, History is a veritable mine of life experiences and the youth of today
studies history so that he may profit by the experiences of the race.’ Thus the
information of history should be used for the solution of present problems.
Mere emotional attachement towards history may not help us to solve the
problems.
(viii) Teaching of history has some
educational values also. History is a veritable mine of information. We narrate
this information in the form of stories. Stories of history can explain all the
subject of education. Science, mathematics, literature, geography, etc., can be
explained through history. Therefore, it is important for the teacher to
acquire more and more information and narrate them to the students to enchange
their learning.
(ix) In the words of Bolingbroke,
“History is philosophy teaching by examples.” High moral qualities like
heroism, self-sacrifice, love of the people and the country, devotion to duty
etc. can be taught to our children through the examples of history. As a
results, the students develop some noble ideas.
(x) History civilizes the people. Examples of the
developed and civilized countries of the world make the students of developing
countries civilized. It changes habits of the students and develops tolerance.
Knowledge of the present culture also can be imparted to our children.
(xi) History is the polities of the past. As
T.R.Seeley says, “The historian is a politician group of organism, the state
being his study. To lecture on political science is to lecture on history”.
Thus, teaching of history has some political values.
(xii) History develops a spirit of nationalism in the
minds of our children. Without history a nation is just like a bird without
feathers, a flower without feathers, a flower without fragrance. A child of our
country knows the sprit of nationalism and sacrifice of the Indian heroes like
Ranapratap, Rani of Jhansi, Gandhiji, Nehru, Pandit Gopabandhu etc. from the
pages of history. Thus, a spirit of nationalism can easily be developed among
the students of of history.
(xiii) Not only nationalism but also the spirit of
internationalism can be developed among the students by the teaching of
history. The idea of world citizenship can be
taught and the students can know the interdependence of nations of he
world in solving different problems. They can learn how to treat the entire
humanity as their own family.
Conclusion
So far we discussed some aims,
objectives and values, which are fundamental to the teaching of history.
Inspite of this knowledge, the sole purpose of history till recent years has
been confined to providing certain facts and dates to the child. Therefore, it
has been rightly said: “If history does not present some idea of the
development of civililzation, it has failed; if it does not provide the
outlines of evolution, it has failed, if it does not tell us about the
landmarks in our national history, it has failed; if it does not show whence we
derive our alphabet, our art, our house, our roads, our ideas, our laws, it has
failed; if king John bulks larger than Caesar or Ala-ud-din- Khilji than Asoka
the Great, if the details of Jahangir’s pleasures are better known than the
name of Babylon; History has failed in its purpose.” Hence the history teacher
should try their best to provide to the students accurate knowledge of history.
If they lack this foundation, no higher aim of eaching history can ever be
fulfilled.
No comments:
Post a Comment