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By Professor Tom Devine
Learning about Scottish History has never been more important, says Professor Tome Devine. The renowned historian tells Daniel Lambie that it doesn't just help young people make sense of the past, it is also crucial to their understanding of the future
The tightrope between academic credibility and populism is a difficult one to straddle. But it is a measure of the success of Professor Tom Devine that he has managed to do this throughout his career. His books on Scottish History have both sat high on the bestsellers lists and enjoyed the respect of his professional peers.
His approach is simple, and one that teachers struggling to bring history to life in the classroom could learn from. At the risk of over-simplifying, the secret of his success is to present history from the perspective of the people, and realise its present day context. This, he believes, gives history a currency and dynamic more likely to engage a wider audience.
Professor Devine's approach to history stems from his own initial exposure to the subject, while at school in Lanarkshire in the early 1960s. He recalls dull lessons constructed around memorising dates and the lineage of elite families. These exercises would be punctuated by instructions to copy, verbatim, pages from textbooks into his jotter. The staid approach presented history as a lifeless series of facts and it encouraged him to turn his back on the subject in his early teens.
Fortunately for his readers and students, Professor Devine rekindled a passion for history as he whiled away his free time in the libraries of Motherwell. A fascination about the two world wars encouraged him to explore the copious texts on the subjects. Within these he uncovered more than statistics, but also reason and context. He also found gaps that fuelled his imagination, leading him to interpret, analyse and come to his own conclusions.
His discovery - what he describes as "the tension between fact and interpretation" - inspired Professor Devine to dedicate his professional life to history.
It is this very journey that he believes makes history a vital part of the modern classroom. He said: "History is a wonderfully powerful intellectual discipline. It helps to develop clarity of thought, scepticism and lucidity. It encourages analysis, argument, debate."
He also feels that history provides a crucial role in the development of our young people "in a modern democratic society, especially one like our own where advertising sloganising and soundbite marketing are endemic and there is a huge overload of information. Historical study helps discern the realities behind the hype.
"While we can never predict the future, history can help children understand the past, and how our current situation is part of an ongoing journey as a nation. If children are taught the 'total curve', it can and does impact perspectives of themselves and their country."
He illustrates his argument by referring to fashionable historical texts over the past few generations.
He notes that the popularity of John Prebble, whose interpretation of Scottish history encouraged a perception of victimhood, coincided with the rise of the SNP and nationalist sentiments in the 1960s and 1970s. He wonders what impact this understanding of our history had on our self-esteem and the subsequent failure of the devolution referendum in 1979.
Then, more recently, more triumphal texts from authors such as Arthur Herman reflected and reinforced the new self-confidence we enjoyed due to relative prosperity.
So history, and its interpretation, could have a deep and long-lasting impact on how the coming generations react to Scotland's present fiscal situation.
Having set out a convincing case for the importance of history in the classroom, how would Professor Devine ensure that lessons don't replicate those he had to endure?
First of all, he recognises things have moved on. He said: "I'm encouraged that the approach to history is much more imaginative now and that specialist history teachers in schools speak to me with such passion about their subject."
While aware that this passion comes from a personal interpretation of history, teachers cannot afford to influence their students own journeys too greatly. He said: "It is always a good idea to stress that conscious or unconscious bias is inevitable and to show how different historians can quite honestly come to different conclusions on the basis of much the same evidence.
"Teachers need to make sure their methodology is explained, in terms of known and unknown bias; the elitist nature of many texts; parochialism; and even, in national histories, the temptations of ethnic conceit and boosterism."
By doing this, he believes, teachers offer their students the best possible opportunity to realise the intellectual potential which history can deliver if taught in an engaging and exciting fashion.
Let Historic Scotland help you bring the past to life
How can we actively engage young people with their past, increase understanding of its relevance to their lives today and excite them enough to consider history as an option for further study?
As a provider of imaginative learning opportunities which engage young people with the magic of the real thing, Historic Scotland has noticed a marked increase in demand since the inception of Curriculum for Excellence. For many years, primary schools have been staunch advocates of the positive impact visits to historic sites can have on learners. Now it would seem that more secondary teachers of history than before are finding themselves enabled, through new Higher History coupled with the focus on outdoor learning, to get out of the classroom to enthuse, inspire and motivate their students.
Historic Scotland cares for 345 nationally important sites, staffed and unstaffed, located all over Scotland and spanning 5000 years of history from Skara Brae in Orkney to the iconic Edinburgh Castle. Well-planned visits to such sites, integrated with classroom studies, can provide that significant extra dimension to pupils' learning which will deepen understanding, spark creativity and provide a meaningful context in which to develop critical thinking skills.
Historic Scotland's 2010-11 schools programme is out now and offers teachers a range of activities at sites across the country. Some support particular areas of study such as the Wars of Independence or World War One, while others, aptly entitled 'Discovery Sessions', offer flexible options which can be tailored to meet teachers' needs.
Teacher-led visits and many of our activities are free. Last year we had over 93,000 visits with a 97.5 percent satisfaction rating for quality! Not only that, but the Scottish Government's Travel Subsidy Scheme offers assistance with transport costs to all our sites. It's easy to apply when you book a visit.
If you would like a copy of our Schools Programme or have a specific request, please telephone 0131 668 8793/8936