The Relevance of George Orwell: Reflections on the Teaching and Learning of History in a Knowledge Based Curriculum. Issue 2 (1st July 2016)

• Record Type: Journal Article
• Authors: Percival, James
• Is Part Of: History education research journal. Volume 13:Issue 2(2014)
• Page Start: 16
• Page End: 22
• Publication Date: 2016-07-01
• Subjects: GEORGE ORWELL -- HIRSCH -- HISTORICAL UNDERSTANDING -- PEDAGOGY -- VISUAL LITERACY -- VISUAL REASONING -- WEST – JOHN; History -- Study and teaching -- Periodicals; History -- Research -- Periodicals; 907
• DOI: 10.18546/HERJ.13.2.04
• Languages: English
• ISSNs: 2631-9713

Abstract

Abstract : George Orwell's reflections on his own preparatory school education, and his subsequent work as an unqualified private school teacher, highlight many of the weaknesses associated with a factual and rote based teaching and learning of history. These insights are timely given the return to a knowledge-based curriculum in the recent National Curriculum reforms. The longstanding debate between progressive and traditionalist approaches to history is outlined and a case made that ultimately historical understanding requires both knowledge and skills. Orwell also identified the importance of visual imagery as a starting point for historical reasoning, something that has rarely received recognition from history educators.