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Peter N. Stearns

Why Study History? Revisited

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/ Why Study History? Revisited

Publication Date

September 18, 2020

Perspectives Section

Perspectives Daily

Teaching & Learning, The History Major, Undergraduate Education

Research Methods, Teaching Methods

Over two decades ago I was asked to write a pamphlet for the AHA on the reasons to study history . I emphasized the variety of skills involved in history learning, from writing and developing arguments, to assessing evidence, to dealing with the phenomenon of change over time. The essay has been fairly widely used and consistently ranks among the AHA’s most popular webpages.

A rationale for studying history today must acknowledge both the serious challenges to the discipline and the dynamic changes within the discipline that have developed over the past quarter century. Flickr/Bob Casey/CC BY-NC 2.0

Recently the London Publishing Partnership asked me to return to the topic with a British colleague, Marcus Collins. The resultant booklet, just released as Why Study History?   gave us a chance to reflect on the ways justifying the study of history must now be reframed. Reviewing a past argument is inevitably somewhat chastening—what might have been better anticipated earlier on? Happily, however, some elements still stand up fairly well.

A rationale for studying history today must acknowledge both the serious challenges to the discipline and the dynamic changes within the discipline that have developed over the past quarter century. The more utilitarian climate for higher education and the changing nature of the student body must be addressed, aided by the abundant data about the career outcomes of the history major now available. But the substantial transformation of historical research and methodology has also enhanced the ways we can explain our discipline to a student audience. Finally, additional decades of teaching and reflection, plus the good thinking available from colleagues including history learning experts, inevitably alters, and hopefully improves, the presentation as well.

As Marcus and I considered how to update the argument for history, we began with the recognition that the struggle for enrollments has become far more demanding than was the case in the 1990s. Changes in the economy plus rising student debt have greatly altered the context for promoting the field, while the presence of more first-generation learners enhances the need to address the practical results of studying a discipline like history.

This means, most obviously, that no one advocating for the study of history today can avoid explicit discussion of the kinds of job opportunities that result from a history degree. We can no longer rely on a presentation of the strengths of history education alone. Students, and those who advise them, need to know the practical results of their commitment. The amount of misinformation that has entered public discourse ever since the Great Recession about the career risk of any concentration beyond a STEM degree compels this new focus as well. Fortunately, the news is quite good on this score. Data on rates of employment, clearly competitive pay levels, and job satisfaction all make it clear that the varied careers of history majors rival those of science and business majors. Studying history is a valid professional choice, and we now need to say this vigorously.

No one advocating for the study of history today can avoid explicit discussion of the kinds of jobs that result from a history degree.

Job data alone, however, are not the only spur to a revised approach. The discipline itself has changed greatly over the past quarter century. Several of the new trends contribute directly to professional outcomes: the emergence of public history and digital history most obviously. But the disciplinary shifts also spur student interest directly, providing new ways to explain the connections between historical study and a growing variety of social and personal concerns.

The capacity of history to explore a wide range of topics and to generate new knowledge is something that many students, based on their high school experience, do not fully realize. Many school history programs have simply shrunk, while others have been constrained by new pressures to teach for a test. To attract students, it is vital to illustrate the dynamic features of our discipline. For an increasingly diverse student body, history offers the opportunity to explore different races, regions, and genders, as part of a fuller understanding of the past. This is a vital and valid part of our argument, far more obvious now than it was a few decades back. More broadly still, building on the AHA’s informal motto—“everything has a history”—can be an exciting revelation to many students, part of a sense of seeing the study of history as a process of discovery.

This aspect of our discipline extends to insisting, more clearly than seemed necessary a few decades ago, on the links between historical findings and contemporary issues. The early stages of the coronavirus gave us a chance to highlight the value of historical data and perspectives during a time of great uncertainty. Identifying historical precedents but also emphasizing what has changed since the last comparable experience both show the value of “thinking historically” about the world around us. The same holds true for topics like systemic racism (and racial protest) or political polarization.

Any current explanation of the reasons to study history must, then, take into account employment concerns; a changing student body, faced with a number of new problems; but also the several ways in which the discipline itself has expanded its range—a challenging but exciting combination.

It is vital to invite students to appreciate the joy of history learning.

With all this, the core argument about basic historical thinking skills—the main thrust of the earlier essay—has not greatly changed. Experience in handling varied data, building critical thinking, enhancing the capacity to understand change—these remain our building blocks, connecting directly to the kinds of career success that history majors enjoy.

Even here, however, minor changes were desirable. Making sure students themselves understand history skills is more important than was the case in 1998, not just in attracting them to the discipline, but in improving their ability to explain their qualifications to potential employers. Experience with data contributes measurably to the greater ability of history students in identifying “fake news,” another contemporary strength. The classic lesson, about learning from past mistakes, remains at least as important as ever, but we can also note the opportunity to learn from more positive outcomes in the past, for example by exploring causes of economic growth or factors that enhance social tolerance.

Overall, it is both possible and necessary to offer a wider argument for the reasons to study history than seemed necessary a quarter century ago. Yet along with the new components, a commitment to the importance of history and its role in constructive citizenship remains very much intact. And for all the essential bows to pragmatism, it is vital as well to invite students to appreciate the joy of history learning; here, too, opportunities have if anything expanded with time.

Additional resources from the AHA:

Reflecting the wide range of the authors’ experiences in work, civic engagement, and teaching, these 2018 essays suggest some of the many opportunities that studying history can offer students.

• John Fea, “ The History Major: Opening Doors to Life in a Global Economy “
• Johann Neem, “ Connecting Past to Present: The History Major in Our Communities “
• Claire Potter, “ An Education to Last a Lifetime: Conversations with the Past, Stories for the Present “
• John Rowe, “ What Employers Want: Thoughts from a History BA in Business “
• Sarah Shurts, “ The Landscape after College: Putting Your History Skills to Work “
• Frank Valadez, “ The Well-Rounded History Graduate: Professional Citizen, Human “

Peter N. Stearns is university professor of history and provost emeritus at George Mason University. He Tweets @StearnsPeter.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Attribution must provide author name, article title, Perspectives on History , date of publication, and a link to this page. This license applies only to the article, not to text or images used here by permission.

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The AHA brings together historians from all specializations and all work contexts, embracing the breadth and variety of activity in history today.

Thinking like a historian

An Introduction to US History I

Think �Quick!

Have a piece of paper ready!

What do historians do?

In one to two sentences respond to the following question: �

What misconceptions (misunderstandings) does Sheldon have about Historians?

Think Quick!

What Do historians do?

• Use and evaluate evidence to put together clues about what happened in the past
• Evidence Like: Letters, Diaries, Artifacts (Objects), Documents, Photographs, Books, Encyclopedias
• Compare and contrast the evidence from a variety of sources and point of view in order to get the whole picture
• Example: Does the photograph from Source A match the written account from Source B?
• To answer questions like: How does history change when it is told from the “other” side?
• Use evidence to determine patterns and changes over time or to make predictions
• To answer questions like: How might life in 2020 be different than life in 1920?
• Use evidence to put events into order or groups
• i.e. chronological order (by date), most or least import, etc.
• Answers the “So What?”
• i.e. Why does History matter if it happened before you were born?
• And much, much more!

Why do we study history?

So, Why do we study history?

• To learn important skills like:
• How to express a position or belief in a respectful manner
• How to understand and respond to a variety of points of view
• How to analyze and interpret information from multiple sources �
• To become a more informed citizen
• How do the events of our past shape our future as Americans and as global citizens?
• Where do our rules and laws come from? How do rules and laws change over time?
• To create a sense of pride in a shared human past
• To prevent history from repeating itself

In one to two sentences respond to the following questions: �

Is “googling it” a good practice when thinking like a historian? Why or why not?

Now you’re thinking like a historian!

Remember: � Not everything you find on the internet is true!

Google is a good place to start...but it is important to remember to look at a variety of sources when thinking like a historian!

• Historians look for clues to determine if a source is reliable and trustworthy. They ask questions like:
• Who made this source?
• When was it made?
• Why was it made?
• Does this source have any bias?
• Do other sources say the same thing? Why might they be different? �
• We will have lots of practice thinking like a historian this year!

This is a real panda! China has a “panda diplomacy” program and this one will be transferred to Japan. For safety reasons, he sits as a passenger with his feeder, not in his cage eating bamboo, wearing a seatbelt and plastic nappy.

Why Study History?

For a great many people, history is a set of facts, a collection of events, a series of things that happened, one after another, in the past. In fact, history is far more than these things-- it is a way of thinking about and seeing the world.

T o genuinely make sense of the past, you need to learn how to see it on its own terms, how to make the strange and unfamiliar logical and comprehensible, and how to empathize with people who once thought so differently than we do today. If you learn how to do these things, you begin to cultivate a crucial set of skills that not only help navigate the past, but the present as well. Once you can see the things that history teaches you, once you know how to penetrate unfamiliar modes of thought and behavior and can understand their inner logic, it becomes easier to make sense of the modern world and the diverse peoples and ideas that you will confront within it.

It might seem counterintuitive that one of the best ways to illuminate the present is by studying the past, but that is precisely why history can be so important. When we appreciate that history is not, first and foremost, a body of knowledge, but rather a way of thinking, it becomes a particularly powerful tool.  Not everyone may choose to become a historian. Yet, whatever career you choose,  knowing how to think historically will help.  

By taking History courses at Stanford, you will develop

• critical, interpretive thinking skills through in-depth analysis of primary and secondary source materials.

the ability to identify different types of sources of historical knowledge.

analytical writing skills and close reading skills.

effective oral communication skills.

History coursework at Stanford is supported by mentorship from our world-class faculty and by unique research opportunities. These experiences enable undergraduate students to pursue successful careers in business, journalism, public service, law, education, government, medicine, and more.   Learn what Stanford History majors and minors are doing after graduation .

Undergraduate Program

We offer the following degree options to Stanford undergraduate students:

Undergraduate Major : Become a historian and chart your path through the B.A. in consultation with your major advisor. 

Honors in History :  Join a passionate group of History majors who conduct in-depth research with Stanford faculty.

Undergraduate Minor : Complete six eligible courses for a minor in History.

  Co-terminal Masters:   Join the selective group of Stanford undergraduates who explore their passion in History before entering graduate school or professional life.

How to Declare

The first step in becoming a History major is finding a Faculty Advisor.  The best way to find an advisor is simply to take a variety of History courses, drop in during faculty office hours, and introduce yourself as a prospective History major. Faculty are happy to suggest coursework and to offer counsel. You are also welcome to reach out to our undergraduate Peer Advisors about how to navigate Stanford History.  Learn more about how to declare .

Herodotus: An Undergraduate Journal

Herodotus is a student-run publication founded in 1986 by  the History Undergraduate Student Association (HUGSA). It bears the name of Herodotus of Halicarnassus, the 5th century BCE historian of the Greco-Persian Wars. Based on a rigorous, supportive peer-review process, the journal preserves and features the best undergraduate research conducted in the department. Browse Herodotus

Program Contacts

Thomas Mullaney

Director of Undergraduate Studies

Steven Press

Director of Honors and Research

Kai Dowding

Undergraduate Student Services Officer

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WHY STUDY HISTORY? First Day of School, Back to school Powerpoint

Subject: Countries and cultures

Age range: 14-16

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22 February 2018

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Why Study History - PowerPoint PPT Presentation

Why Study History

A writer, student, or scholar of history. ... why study history 47% of americans 18-24 voted in 2004. 36% of americans 18-24 voted in 2000 ... – powerpoint ppt presentation.

• Draw a picture of what YOU think a historian looks like
• DO THE BEST YOU CAN YOU ARE NOT PICASSO OR ARE YOU?
• Be prepared to discuss the job a historian performs
• What did you include in your drawing? Why?
• Why these stereotypes?
• historian (hi-stôr'e-?n, -stor'-, -stor'-) n.  
• A writer, student, or scholar of history.
• One who writes or compiles a chronological record of events a chronicler.
• THIS IS YOU!
• History is the lie commonly agreed upon Voltaire
• Who controls the past controls the future who controls the present controls the past George Orwell
• How do we view history?
• Everyday skills
• Be An Informed Citizen!
• What issues concern you?
• Creation of well paying jobs?
• The war in Iraq?
• Safety from Terrorism?
• Affordable college?
• Gas prices?
• Candidates motivation and vision?
• 47 of Americans 18-24 voted in 2004
• 36 of Americans 18-24 voted in 2000
• NO SMOKING IN CARS
• Connections to Present Day
• Primary vs. Secondary Sources
• Bias and Perspective
• Find 4-5 primary sources based around YOUR life
• Be sure the primary sources can illustrate important parts of your life
• You will present in front of the class next week

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A LESSON IN THE IMPORTANCE OF HISTORY WHY STUDY HISTORY?

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Why is it important to study History?

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Why is it important to study History?. Infer from the following passage why it’s important to study history . . . .

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Infer from the following passage why it’s important to study history . . . “Everything we have, all our great institutions, hospitals, universities, libraries, this city, our laws, our music, art, poetry, our freedoms, everything is because somebody went before us and did the hard work . . . Indifference to history isn’t just ignorant, it’s rude. It’s a form of ingratitude.” - David McCullough

By explaining why things happened in the past, historians can help us understand what is going on today & what may happen tomorrow.

What do we use to study History? Primary & Secondary Sources

What is a Primary Source? • primary source – firsthand information about people or events. • Eyewitness accounts (diaries & letters) • Government documents (laws or court decisions) • Public speeches • Autobiographies • Photographs or video tapes • Art objects • Stamps • Coins • Clothing • Interviews w/people recalling the past

Things to watch when reading primary sources: Authenticity – the quality or condition of being genuine. Bias – a leaning toward or against a certain person, group, or idea.

What is a Secondary Source? • secondary source – an account provided after the fact by people who did not directly witness or participate in the event. *Usually based on primary sources* • Textbook • Encyclopedias • Biographies • Books or articles written by historians

The Lion King According to Rafiki, we have two options when in comes to the past . . .

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