Making a Case for History in Basic Education: A Policy Paper on the Social Studies Curriculum and Textbook

Note: This is a,well some sort of reaction on Dr. Maria Serena I. Diokno's Making a Case for History in Basic Education: A Policy Paper on the Social Studies Curriculum and Textbook and I included my insights as well about her talk.

Unless one has mastered the basics that the he could also engage into more advance techniques (in terms of higher levels of thinking)- one great note, which is worth keeping, I think. No one has ever reached the top worthily, disregarding those who by perseverance did, unless he knew for himself each and every fundamental nature of his field. For an instance, a child who had his first encounter with the school setting may felt overwhelmed by what he sees, what he hears and what he experiences, for he may not be that equipped with necessary skills, competitive knowledge, and any other tools especially those dealing with cognitive aspects, social awareness, and wider perspectives. The forum as I may say raised three significant points to which, I believe are made evident by researches and efforts by institutions behind the development of the sector of education.

First, glad to have this point, it can be noted that Dr. Diokno dealt stringently on the significance of textbooks in the academe. It is very apparent that we human beings are visual creatures, that is, our mind is greatly stimulated via imagery, texts and the like. In the field of education, one of the tools made important as its units to mediate instructions, established as fundamental sources of knowledge aside from that coming from the facilitators, are books. In behalf of her colleagues, she dealt with constructively criticizing the books being used by grade and high school students, those of which, as far as I am concern, I have also used. Regarding her field, she distinguished the very difference between the common comprehension and historical one, paying much of her thoughts to the incorporation of the author’s intention with the latter works. Though I already knew that in understanding historical texts, whether it is to be assessed or not, it has been a requisite to situate ourselves in the actual period of the event concerned, she further established that far being compared with the methods of presentation in Science, Mathematics and English, one should also consider the connotations of words and the arguments laid out in the texts. History is like an agreed upon collection of oftentimes related stories of time, some may appear factual but actually are not. Concerning, it was pointed out in the talk, the very spirit of utilizing the primary and secondary sources to come up with a substantial work alongside considerations of other factors. With this, the second issue was raised. She drew her thoughts with inappropriateness of applying historical competencies. Chronological thinking must always be imparted and developed to and among students reading the textbooks. This surely appears as a dilemma for some may believe that this would be sophisticated case for the children. To argue with this, the speaker pointed out that while children may appear in general with only emergent thoughts and ways of thinking, they can actually relate sequences of stories. Related to this, a history book writer when utilizing his resources must employ the skills in contextualizing stories and facts. He must be able to weigh things concerned like culture, period, the whole society and the defined event as well. Issues must always be analyzed before establishing them as true. Last big idea I found really significant, are the various ways which a mentor of history class may use. All encompassing, he who facilitates the class to this matter must take into account the existing diversity among the receivers of the insights, facts and opinions. Based on the speaker’s example, the authors of the books are unintentionally including their own concepts as shaped by colonial framework of thinking. Gender biases, ethnic and ethical dilemmas and stereotyping are just some of the excruciating yet not that easily noticeably by some, issues cited.

Mind set, generally, the issues raised are difficult to initiate an argument while some appear very lofty. While the diffusion of these kinds of thinking, methods of instructions and various concerns bother our historians, we readers of the texts must employ and practice critical thing to evaluate the relative concerns of the book, its contents and the authors themselves.

Image used fr http://traveleronfoot.files.wordpress.com/2009/11/books-1.jpg?w=470&h=352