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Mark Lorenz A. Ruiz
PS22

Teaching it correctly: History is not about dates
By Efren L. QuirayPhilippine Daily Inquirer First Posted 06:12:00 11/08/2010 Filed Under: history, Education
HISTORY IS not really about the past. It is about the present. The past is not about us and it is better buried behind. Rather, history may be the only option we have toward understanding the present.
Young people today cannot relate their present-day predicaments with events of long ago. After all, there were no Facebook and YouTube then and man had not gone nuclear yet. What the youth really want are guides on how they can resolve their differences and find solutions to their problems.
Most students find history boring and stale. Without proper orientation, they cannot find anything in history useful to make their life more meaningful. We should blame history teachers and school administrators for this.
Teachers who require their students to memorize dates and places do not know how to teach history or how it should be taught at all. Worst, they ask students to supply dates during examinations. It starts early on when they were students who opted to become teachers for all the wrong reasons. Because they do not really like what they do, history mentors are as bored as their students when talking about things that happened long ago.
I teach history by telling interesting stories to my students. By sparking their interest, I hope to provoke their imagination by finding relevant parallels to guide them in resolving the dilemmas they may find themselves in.
Good history teachers should be good storytellers. The story they tell should be powerful enough to move them into thinking about themselves and about their country. I would tell them how Rizal tried to persuade his fellow expatriates in Madrid to go home to fight where their enemies were. I would narrate how Bonifacio almost killed Daniel Tirona when the latter questioned his credentials. I would tell my class how Quezon agonized about the proposal to declare the Philippines as a neutral country to save it from destruction. I would recount how soldiers killed Ninoy Aquino as he stepped down from the ladder of an airplane. You teach history by telling a story. A story is a narrative that propels the imagination. It is our imagination that connects us to the past and serves as our bridge to the present.
History is replete with stories that link us with each other. It is not a chronological recitation of events. These stories are passed on from every generation and from these narratives we learn values. Teaching about dates and places is an utter waste when there are more important things that your students should learn.
Because we do not teach history correctly, we reap the kind of society we have today. We seemed to have been trapped in a deep and murky mud hole because we do not learn anything from history. As Randy David pointed out in a recent column, “Indeed, all of us must accept a measure of responsibility for what happened, for we are all, in a real sense, answerable for the kind of society we have created for ourselves.”
Quite sad, that in our eagerness to glorify science and mathematics, in our pragmatic desire to master the English language, we forget that history is the more important concern. It is when we mold young minds toward loving their fellowmen that we build a stable society where everyone strives to earn an honest buck resulting in a more rewarding life. It is not science or math or English that makes a nation strong; it is the moral fiber of its people.
Perhaps, the reason why we have a distorted culture is because our educators have decided to lump history with other subjects or to do away with it. This has become costly for us.
Unlike other courses, history is not competency based. It is about values and character building. Great nations are founded by people inspired by their past and by the stories that make up that past. In his book “When Jesus Came to Harvard,” author-professor Harvey Cox had grave doubts when he started a course in moral reasoning at Harvard. His colleagues reassured him by pointing out that all he “could hope for was to teach students how to think clearly about moral issues.” If we help students “to talk through choices and understand moral arguments, they would develop skills in this area just as they honed their observational skills in the laboratory, their musical skills in the bands and choirs, and their physical skills on the playing fields.”
We learn something from history only when we think of our fellow Filipinos when making hard choices and crucial decisions. Studying history is not looking for general principles to live by; it is strengthening moral courage to resist what is wrong.
Professor David, citing the tragic consequences of the hostage drama of Aug. 23, reminded us that there is a “perfect time to reflect on the long-term consequences of institutional damage, and, above all, to accept accountability.”
Surely, the young Marcelo del Pilar or Emilio Jacinto may not have dealt with a newly born infant in the trash bin of a commercial jet but certainly they may have wrestled with pre-marital sex and unwanted pregnancy. Mabini or Luna may not have dealt with a large-scale massacre of media men but certainly they may have wrestled with torture and disappearances.
We know that relegating history as a minor undertaking is wrong. Our educational planners have been blinded by a narrow materialistic mindset, and change it we must. As John Donne said, “Ask not for whom the bell tolls/It tolleth for thee.”
(Efren L. Quiray is history professor and former dean at the College of Arts and Sciences, Universidad de Manila.)
Mark Lorenz A. Ruiz
PS22

UNITED NATIONS
PREAMBLEWE THE PEOPLES OF THE UNITED NATIONS DETERMINED to save succeeding generations from the scourge of war, which twice in our lifetime has brought untold sorrow to mankind, and to reaffirm faith in fundamental human rights, in the dignity and worth of the human person, in the equal rights of men and women and of nations large and small, and to establish conditions under which justice and respect for the obligations arising from treaties and other sources of international law can be maintained, and to promote social progress and better standards of life in larger freedom,
AND FOR THESE ENDS to practice tolerance and live together in peace with one another as good neighbours, and to unite our strength to maintain international peace and security, and to ensure, by the acceptance of principles and the institution of methods, that armed force shall not be used, save in the common interest, and to employ international machinery for the promotion of the economic and social advancement of all peoples,
The Principles of the United Nations: All Member States have sovereign equality. All Member States must obey the Charter. Countries must try to settle their differences by peaceful means. Countries must avoid using force or threatening to use force. The UN may not interfere in the domestic affairs of any country. Countries should try to assist the United Nations.

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