Presumptive History

History has a number of roles, some complementary, some divergent. History can be used to provide a basis for national self-justification, to inform, to explain, to promote thought and discussion, to make us aware of differences and similarities etc. In teaching history, we need to first challenge a number of presumptions that existed at various times in our history and, indeed, in some instances, remain with us today. As an introduction to the idea of history as contested knowledge, these 'presumptions' can form the basis of discussion in which differences and bias are acknowledged resulting in a more balanced view of history

These presumptions include:

1.       An inherent belief that it is right to convert other peoples to a particular religion and that other faiths, especially polytheistic faiths, or simple belief systems are inferior to the Christian faith or any other single world religion. 

2.        A belief in capitalism with GDP as its measure and the accumulation of wealth, both as a society and personally, through the private acquisition and ownership of land and property

3.         A belief in the broad principles of Social Darwinism, particularly in the late 19th century and early 20th century.

4.         A belief in the superiority of one race over another, of the cultures, habits, traits, behaviours of one race or culture over another, the use of the English (or other) language over other languages. Note Cecil Rhodes and Churchill on the subject.

5.       A master / servant, teacher / pupil, Britain / colony attitude to other countries often manifesting itself on cultural or racial grounds

6.       A belief that technological superiority and the accumulation of wealth is a measure of civilization

7.        A belief that the western attitude to land ownership overrides the lifestyles of nomadic, shared ownership and common land (ie Australian Aborigines, American Indian)

8. An acceptance of our written history. We need to ask who wrote it, why and for what audience and to differentiate between myth, national narrative and history.

9.      That there is good and bad in all things; (we need to establish how we make value judgements and avoid teaching what we want to hear, what is good for us, what we are used to / resourced to teach.

10.   A belief in our definitions of taste, fashion, smell, culture, manners, cleanliness, etc as being the only definitions

11.   A non-negotiable advocacy of our sense of decency and moral code 

Process:That we teach history by teaching understanding, by creating objective viewpoints, by getting children to question their own attitudes and ways they look at the world by using The Atticus Principle, even at a very young age

 First of all,"   he said, "if you can learn a simple trick, Scout, you'll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view - until you climb into his skin and walk around in it." Atticus talking to Scout in To Kill a Mockingbird