My philosophy for teaching world history is that it must be presented accurately and inclusively. Students should learn the complete stories of triumph and tragedy shaping our shared human experience. Learning world history is essential because it teaches us where we have been, which helps illuminate where we are and where we may be going as a society. Understanding our collective past allows us to make more informed decisions about our present and future. James Loewen echoes this idea in “Lies My Teacher Told Me,” Pointing out how textbooks glorify Columbus as an origin myth, a role model, and the pioneer of “the first extended encounter of European and Indian societies” (Loewen, 28). This whitewashing of history perpetuates dangerous myths and prevents students from grappling with the entire legacy of colonialism that still impacts our world.
Loewen claims that teaching history as a “process of memorizing” facts about “perfect men and noble nations” harms students. History should be seen as a “furious debate” based on evidence and reason (Loewen, 4). This view shows history as a dynamic field of inquiry open to reinterpretation and new insights. I try to get students to think about historical narratives rather than memorize them. Loewen’s emphasis on diverse primary sources matches my teaching philosophy. These sources show students historical actors’ perspectives, biases, and motivations, deepening their understanding. Students develop critical thinking skills as they assess primary sources’ credibility and context. Teaching history as an ongoing inquiry involves helping students examine conflicting accounts, question dominant narratives, and draw informed conclusions. Doing so allows students to understand historical events and develop research, analysis, and critical thinking skills. The goal is to create a classroom where students actively construct historical knowledge rather than passively memorizing sanitized versions. This method promotes historical accuracy and gives students the skills they need for informed citizenship and lifelong learning (Loewen, 10).
When teaching world history, I want to confront myths and invite perspective-taking. For instance, when discussing Columbus, I would have students read excerpts from Columbus’s journal alongside Bartolomé de las Casas’s accounts documenting Spanish cruelties, prompting students to grapple with conflicting evidence. We cannot change the past, but how we teach and interpret it (Loewen). Thus, students learn how society shaped history. History class shows us our full potential for harm and healing—reflections on the past shape our views of ourselves and others. Students are encouraged to question simplistic narratives and explore human nature by studying historical figures’ complex layers. This method promotes critical thinking, empathy, and a nuanced understanding of historical figures’ motivations and circumstances. Seeing brutal truths about conquest and oppression can inspire compassion and moral courage to build a just society. Students are empowered to overcome current challenges and commit to positive change by acknowledging our darker past. We highlight historical figures’ flaws and contradictions to encourage students to consider morality, power, and human behavior. This makes them think about their values and choices, fostering responsibility for a fair future (Zinn et al.). I teach history as a dynamic tapestry of human experiences, not just facts. This nuanced exploration helps students understand the past and develop the empathy and skills needed to contribute to a more compassionate and just society actively.
Works Cited
Lowen J., “Lies My Teacher Told Me,”
Zinn, Howard, and Matt Damon. A people’s history of the United States. New York: New Press, 1998.
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