pay for history essay

pay for history essay

The Value of Investing in Historical Education: A Comprehensive Analysis

1. Introduction

The original approach and the data samples used by some of these studies allow for identifying a causal nexus that runs from cultural stock to economic growth, as opposed to the traditional causal nexus from economic growth to cultural stock of the neoclassical model. According to this approach, if economic growth depends on the variables K, H, and ss, educational investments that, besides human capital, also offer an understanding and a critical rereading of the historical-economic process, are more valuable than the mere acquisition of specialized skills causing emotional attitude or national identification. The purpose of this paper is to analyze endogenous growth through the neo-institutional economic approach. To this end, the article discusses the relationships between economic growth, cultural stock, and the different levels of historical education in a modern knowledge society.

The era of neo-empiricist techniques in economic methodology has demonstrated the possibility of quantifying cultural and intangible resources. Today, the dialogue between economic growth and culture is possible from both sides, thanks to the observed increase of ‘ss’ in economic growth empirical models, where ‘ss’ measure the stock of cultural and intangible resources. The spirit of these propositions was already remarkable in the 18th century in the reflections of A. Smith and D. Ricardo. Contributions such as those of G.B. McCleary, R.J. Barro, J. Temple, and S.N. Mullis argue that what really matters for economic growth are not the variables of accumulation of material capital (K) and human capital (H), as assumed by the canonical empirical models of economic growth, but variables such as experience, abilities, expertise, and – especially – the stock of knowledge (K*), justice, and fairness acquired in the smelting pot of national historical-economic institutions (political and social history).

2. The Importance of Studying History

The considered opinions of these prestigious and influential educational organizations demand central attention be paid to the teaching and learning of history in our schools, and the use of historical sites, museums, artifacts, monuments, and re-enactments as venues for substantive stimulating experiences. Understanding the historical relevance and importance of such sites as their purpose as interpretive learning and participation centers is the rationale for a strong grounding in the value of learning history. Public perception of the importance of specific historic sites is no less great than students’ investigation of those historical concerns. Paul Gagnon concurs about the importance of learning about history as an integral part of citizenship education. He writes, “Criticism of the formal study of history focuses on one or both of the following points: First, all students need history in order to become responsible citizens. Such another consideration will move along with this one. The lack of agreement in society about what historical content to teach may certainly lead to teaching too little history.”

The study of history has long been considered an integral part of the education of all students. Not surprisingly, the International Society of History Education Statement clearly clarifies the importance of learning history when it states: “The acquisition of historical knowledge, understanding, and skills is fundamental to the education of all students in society’s schools. By studying history, students learn how people have interacted with each other and with nature. They learn how people have imagined themselves and others, and they learn how individuals and societies have assumed roles and responsibilities.” Similarly, the National Curriculum Task Force in England declared in 1990 that history is a “humanizing discipline, an essential ingredient in any rounded educational provision; the uniquely liberating study of the past that enlightens the present and the future.” In essence, the study of history spans a wide range of impacting functions: instructive, interrogation of change, lifestyles and material culture, identity, respect for cultural differences, citizenship, and entertainment and enjoyment.

3. Economic Benefits of Historical Education

Historical education actually has clear economic benefits. In other words, a comprehensive understanding of history is more than just enriching or edifying. It is a very valuable skill. For example, developing infrastructure, working toward full educational development, providing a healthy and literate civilian labor force based on a dense, effective, and motivated population, and raising telecommunications, lowering energy costs, and improving technology are all vital if the economy is to expand quickly according to a number of existing world economic systems. Indeed, economic benefits can be produced and sustained over a prolonged period of time by foreign aid programs around the world that deploy public revenue to strengthen and expand the economy, to boost population welfare and social protection.

Historical education, at its most basic level, recounts past events, the causes, and the individuals or groups responsible, the sequence in which events and conflicts unfolded, and the result, whether it be a tenuous peace or a world war. However, the importance of historical education is far more poignant than a simple recorded timeline of humanity’s triumphs and failures. An elementary understanding of history can serve as a catalyst for imagination, interpret the past, evaluate change and continuity over time, understand the present in the context of past events and their present-day impact, and expand an understanding of various implications of national policies.

4. Cultural and Social Impact of Historical Knowledge

Such knowledge that is available is treated not necessarily with contempt (although much enjoyed at times) but with suspicion. It is trodden underfoot, much like the half-bare factoids of economic life encountered by most people. Such offerings are often used by those who specialize in marketing all types of delights and illusions, at times, with a small print statement called disclaimers. Even apparently new interpretations hyperbolically stating a major revision of the written wisdom in the past appear with each new generation about subjects that should generally be approached as work-in-progress. Dogs know a lot about cats. This is not sufficient when cats are your concern. One must also understand diseases and treatments as understood in the past before one starts to evaluate the present. Nor should it encourage a short-term triumph in Ulysses’ race. Powered hubs may, but operating through networked organizations transcends time with its eternal problems.

While these studies have made the empirically-based writings of the various thinkers (historians, philosophers, social scientists, poets and novelists, etc.) from various cultures and traditions from the Middle Ages until today accessible to those interested in heritage, this knowledge is often spread thinly outside a limited coterie interested in cultural and social history. Dr. K’Ung Ch’uan-Ch’ih, cited earlier, has put this specific issue very succinctly: “Most people, having done their day’s work and having satisfied themselves with the gratification of their desire or their ambition, history hangs around their necks from the hour before lunch until the hour carfare opens the next streetcar to their homes.” There is obviously little concern for one man’s history—his story.

5. Conclusion and Call to Action

These conclusions lead us to suggest two principal directions for action. The first is to advocate enhanced support for what are perhaps the three primary institutions in American life through which the skills of historical interpretation and the substance of historical events and movements are taught: the public schools, the universities, and the historical person making and disseminating profession. The charge to the schools is obvious. The schools provide the foundation—and by definition the broadest coverage—for all subsequent historical learning America needs to reflect and act reasonably in the world.

American society undervalues history education, and the neglect costs it great evident and potential damage. The panel presentation builds on evidence and arguments taken as self-evident what society should make paying for historical education a priority. The primary goal of additional support for history is to add further to understanding these obvious points and to spark efforts launched from a range of vantage points to plan carefully and persuasively our larger efforts to enhance public understanding of and support for historical learning.