What does it mean to think historically?
Dear Friend and Colleague
The Proceedings of the First Educational Seminar What does it mean to think historically? Approaches to teaching and learning history , constitutes a record of our first opening public event: a two-day educational event, held on 7 and 8 February 2004 in Nicosia, Cyprus.
The volume is one of the largest yet published in Cyprus on history teaching, and represents ideas from a range of disciplinary, religious and linguistic backgrounds. Hopefully, it will contribute to a dialogue about improved pedagogic practices that would support the values enshrined by the discipline of history.
If you are interested in obtaining the Proceedings at the price of 20 EURO (postal costs included), please contact the Association for Historical Dialogue and Research at the following e-mail address:
Warm regards
The Committee of the Association for Historical Dialogue and Research
A collection of titles and abstracts of papers published in the Proceedings What does it mean to think historically? Approaches to teaching and learning history edited by Stavroula Philippou and Chara Makriyianni:
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Curiosity , Critical Thinking and Intellectual Independence:
How have History Teachers Changed History Teaching?
How does Historical Learning Change Students?
Christine Counsell
Drawing upon examples from the U.K. and beyond, this paper presents ways in which different types of history teachers, using different styles, working with contrasting students and in varied social settings have helped students enjoy the practice of active historical learning. The paper offers some possible definitions of historical thinking and learning that might inform debate about keeping history lively and fun, important and engaging. These definitions emerge from the successes and mistakes arising from 30 years of experimentation in the history curriculum and pedagogy. The paper addresses some lessons learnt on ways of building critical thinking and independent learning in the context of the multiple historical perspectives with which any history classroom engages. Modern school history teaching always has to embrace contrasting perspectives and interpretations. Unless it simply avoids the discipline of history altogether by adopting a sterile transmission model, such diversity of perspective and experience cannot be shirked. No-one can truly engage with history and avoid argument. Therefore, in some of the liveliest history classrooms in Europe students learn to argue early. This paper offers a survey of examples of attempts by history teachers to tackle the professional question of balancing complexity and diversity with knowledge and enjoyment of historical narratives. In so doing, it attempts to build a tentative framework for a possible set of principles that might help any group of history teachers manage or create change.
The Role of Education in Divided Societies:
The Northern Ireland Experience-Potential Messages for Cyprus
Carmel Gallagher
In this paper Carmel Gallagher highlights some significant parallels between the challenges facing education in both Northern Ireland and Cyprus. She draws upon her experience of growing up and teaching history during the worst years of violence and conflict in Northern Ireland to reflect upon the role of education in deeply divided societies. She highlights the key role of emotions in influencing young people's views and stresses the need for teachers to be consciously aware of this in their teaching. In her capacity as a senior educational adviser to the Department of Education, she reviews the evolution of educational policy in Northern Ireland in responding to the troubles of the past 30 years, including interventions in the field of history teaching and religious education leading up to the development of a comprehensive review of the curriculum which now emphasises the development of values and skills. While stressing that there are no easy solutions and that solutions cannot be imported from other regions, she suggests that the educational journey taken in Northern Ireland may offer some insights in relation to educational policy development in Cyprus.
The Teaching and Learning of History in the
Armenian Primary Schools NAREG of Cyprus
Artin Aivazian
The curriculum of the Armenian Primary Schools NAREG in Nicosia, Larnaca and Limassol aims at providing a multicultural education of the highest standard. The Armenian, Greek and English languages, as well as Armenian history are taught in all grades . In addition, the history of Cyprus is taught in the last two grades of primary school. The aims and objectives of the subject of history is to help pupils identify with their own ethnic, cultural and religious heritage and develop skills and attitudes which will help them to coexist peacefully with other ethnic groups in a multicultural environment. The teaching of history is supported by frequent visits to archaeological sites and themed exhibitions, participation in discussions, events and contests, presentation of projects with a historical content, and the celebration of national anniversaries of key events in the history of Cyprus, Armenia and Greece. There is constant comparison and reference to the influence of world historical events and the development of the history of Cyprus and the Armenian nation. Our effort is that pupils, through the teaching of history, acquire the knowledge, critical thinking and correct stance towards life, away from fanatism and nationalism.
The Teaching of History in a Bi-communal Cypriot State
Emilios Solomou
May 2004 will mark a turning-point in the history of Cyprus and the ‘Cyprus Problem'. With a possible solution based on the ‘Anan Plan', the establishment of a bi-communal Cypriot state looks like it is becoming a reality. The success of this experiment will depend on a number of factors amongst which is the teaching of history in the Greek Cypriot and Turkish Cypriot communities. This article examines the role that history teaching can play in bringing the two communities together. Additional issues to be addressed include problems and difficulties that will be faced in the early transitional period when divergent forces will still be strong. Reference will be made to projects undertaken in other countries (e.g. Germany, Latvia, Russia and Ireland) where similar problems are being dealt with. Finally, approaches for the teaching of history will be suggested, which can establish a balanced historical perspective and lay the foundations for trust and co-operation between Greek-Cypriots and Turkish-Cypriots.
The Teaching of History in Turkish Cypriot Primary Schools
Ulus Irkad
The subject of history in Turkish Cypriot primary schools is taught with the use of textbooks which are published in Cyprus. These textbooks are focused exclusively on the national history of Turkish Cypriots and there is no reference to a Cypriot identity. Until the 1980s, textbooks used in primary schools were similar to those published and taught in Turkey. After the 1980s, the Turkish Cypriot education authorities started to publish its own history textbooks. Textbooks from Turkey (approved by the education authorities) have also been used. However, Turkish Cypriot teachers do not only use these textbooks, they also try to support children's understanding of historical facts by using extra materials they find by their own initiative. Although facilities and resources are very poor, teachers are very insistent and successful in finding suitable materials for children. In teaching history, personal experience and family memories may play a positive or corrective role in Cyprus. Historical consciousness in any Cypriot community must be derived from these experiences. In this way teachers can help Cypriots understand that they can learn from, but do not need to live in, the past.
Developing the European Dimension in Education:
the Case of the Byzantine History Primary Curriculum in Cyprus
Stavroula Philippou
The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist and exclusionary educational implications it may have whereas others welcome its pedagogic potential. This paper explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and to reconstruct the concept of Europe in history curricula and textbooks in Cyprus. The paper comprises of three sections: the first section briefly discusses the notion of the European dimension in education as a political and academic term; the second section presents the process of developing a European dimension for the primary history curriculum in Cyprus, more particularly, the curriculum location, content and pedagogic principles which have been selected to formulate its curricular meaning; the third section, describes the application of the European dimension principles on the 5 th Grade primary syllabus and textbook on Byzantine history and how these principles shifted the focus of the standard syllabus and textbook. This section includes examples of activities, questions, sources and worksheets, which illustrate the use of the European dimension principles on the content and pedagogy of history teaching.
How We Teach History in T urkish Cypriot Secondary Schools
Tahir Gökçebel
Nothing except history can establish a relation between the past and the future. The past needs to be learned to plan for the future. However, we should not learn aspects of the past which would accumulate hatred for others or create heroes. With such aims we cannot build a healthy future. Turkish Cypriot and Greek Cypriot history books with their nationalistic mentality, can create disappointment amongst people. Similar disappointment is created by books published in Turkey and taught in the Turkish Cypriot community. All these books are full of the legends of aristocrats (sultans and heroes) and their battles. The most commonly used method is the teacher- centred one where the teacher uses the blackboard and maps, but these materials alone are not enough to stir students' interest. The general mentality of teaching history is based upon chauvinistic narratives. There is nothing in relation to reasoning and conclusion, nor any reference to links between yesterday and today. This uncomfortable situation in the Turkish Cypriot community does not give opportunities to students to enjoy history. A carefully and well-planned curriculum needs to be established, which encompasses students' and teachers' needs as well as up-to-date methodologies that promote historical thinking.
Greek Cypriot and Turkish Cypriot Primary School History Curricula :
An Overview
Juliette Dickstein
The following report on history education and nationalism in Greek Cypriot and Turkish Cypriot schools and textbooks provides a general overview of the situation in Cyprus. Information is based on research and activities conducted during the past several years while working under the auspices of the US Embassy/Cyprus Fulbright Commission, the Bi-communal Development Programme, and with Greek Cypriot and Turkish Cypriot teachers, local educational entities, NGOs, the Ministry of Education and Culture as well the Turkish Cypriot educational authorities. This is not a definitive study. Rather, its purpose is to call attention to certain educational disciplines, practices, attitudes, and texts across the island that concern monolithic, if not chauvinistic approaches to history teaching, as well as the inculcation of national identity in Greek Cypriot and Turkish Cypriot children and adolescents.
Ways to Promote Critical Historical Thinking in the University Classroom
Meltem Onurkan
This paper focuses on the term “critical historical thinking”, its implications in the development of humanity in general and its importance in the process of history teaching and learning in particular. The ways to promote critical historical thinking in classrooms and the role of history teachers and lessons are examined. How to teach the history of Cyprus within this framework and the influence of the critical historical thinking process on the "Cyprus Problem" are questioned.
Higher Order Thinking Skills and Learning Styles in the Study of History
Ron Joron
Our teaching focus at AISC is on the implementation of "Multiple Intelligences Theory" and the development of "Higher Order Thinking Skills", which we believe increase enthusiasm for learning and positively impact on the significance of the learning experience. In the history classroom these approaches to learning involve the assignment of tasks that allow for student choice of demonstrations of learning, within a broad framework. Our experience shows that students will develop a greater depth and breadth of knowledge when they are aware of their learning style, and are afforded opportunities of pursuing topics in their own way. Several examples will be given where this approach has resulted in outstanding demonstrations of learning in minimum class time.
The Nature and Role of Ideology in Turkish Cypriot History Teaching
Muharrem Faiz
History teaching in Turkish Cypriot schools does not simply 'process' students by imposing an ideology on them. Ideology is now rescued from the reductionist notion of false consciousness and is redefined in terms of its effects on both the realm of the unconscious and the social relations and material practices. Formal ideology, as embodied in Turkish history books, is a system of representations (images, myths, ideas) that in profoundly unconscious ways mediate students' understanding of the past. The aim of this paper is to show (using concrete examples from Turkish Cypriot history teaching) how modes of ideological operation (legitimation, unification, dissimulation, fragmentation and reification) provided a means for understanding various patterns of history teaching discourse as ideological.
Using Multiperspectivity in the Teaching of History:
An answer to the Challenge of Multicultural Society
Kyriakos Pachoullides
The educational system of each country may contribute to the development of democratic citizens, who will be characterized by their respect towards diversity and by a critical spirit, able to promote a culture of peace in the context of today's multicultural societies. The subject of history, by transcending the development of collective memory and developing historical thinking may contribute to this direction. This paper argues that the method of multiperspectivity can be an effective tool with which educators can develop their pupils' historical thinking.
