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Question: Students should be demonstrated in history subjects that values affect human behaviour and decisions, there is an opportunity to choose values, and choosing certain values and acting accordingly have various consequences. In addition, they must be enabled to understand the importance of values in human relations (Translated by Safran, 2006, pp. 143-144). It must be carefully decided which values to teach in history subject and the values taught should become a part of real life by putting them into action” (Paykoç, 1991). Evaluate the validity of this statement by referring to the following: • Critically discuss current Debates pertaining to History as a subject and its Significance in the teaching and learning. Include APA7 referencing style using 4 references and additional information
The importance of instilling values through the teaching of history cannot be underestimated (Safran, 2006). History as a discipline provides an avenue to understand how societies, cultures, and in essence, values evolved. According to Barton and Levstik (2004), the teaching of history enables students to understand the multiplicity of perspectives and the impact of choices made by individuals and societies. The power of decision-making and the subsequent consequences echo the sentiments of Safran (2006), highlighting the influence of values on human behavior and decisions. However, recent debates in the field of history education have raised questions about the neutrality and subjectivity of values taught in history. According to Seixas and Morton (2013), the choice of which values to teach and the interpretation of historical events are often subjective and potentially influenced by societal/political bias. This ties in with the statement of Paykoç (1991) on the careful consideration necessitated in choosing the values to teach in history. Furthermore, it is equally imperative that historical values taught translate to real-life applications, implying the importance of the practicality of historical education (Paykoç, 1991). At the heart of this discussion is the concept of 'historical consciousness', which Wineburg (2001) describes as the ability to connect past, present, and future in making informed decisions, effectively transforming historical learning to life skills. In conclusion, while the teaching of values through history is indeed significant, educators need to approach this with strategic sensitivity considering the multiplicity of perspectives, potential subjectivity, and the imperative of instilling a robust 'historical consciousness' for real-life application. References: - Barton, K.C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum. - Safran, M. (2006). The Effects of Multicultural Education on the Learning of Students in the Social Studies and Turkish Classes. The Black Sea Journal of Social Sciences, 1, 143–144. - Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Toronto, CA: Nelson Education. - Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press. - Paykoç, F. (1991). What are the main values affecting education and teaching? Ankara University, Journal of Faculty of Educational Sciences, 24(1), 185–94.
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