Passion & Independence How history teaching prepares students to thrive University of Durham April 2012

1. Passion & Independence How history teaching prepares students to thriveUniversity of Durham April 2012 History teaching with passion

2. The History Passion Project Aims to: • Encourage conversation about key issues concerning historians as teachers • Foster understanding about present practice • Provide resources for the development of academic historians as educators • Share ideas for the future of history teaching and learning in higher education History teaching with passion

3. Research questions • What motivates historians as teachers? Where does love of the subject fit & how does it influence pedagogic hopes & ideals? • What difference does history teaching make? And how can this be expressed in ways that resonate with wider publics? • What sort of teaching engages students deeply? • How do historians view their development as teachers & what advice do they have for others – especially those just starting out? History teaching with passion

4. Methodology • National online survey of UK historians based in history departments • Filmed individual interviews and group discussions • Review of literature History teaching with passion

5. The survey 42% male 14% up to 5 years 21% 5-10 years 38% female 33% teaching for 10 – 20 years 210 survey responses 32% 20 years+ 22% professors 36% seniors 72 HE Institutions 54% research intensive 15% other 27% lecturers History teaching with passion

6. What historians say about teaching: some headlines History teaching with passion

7. Love, engagement and making a difference • ‘I teach history because I love history ... In teaching it you have the sense that you are opening minds to things they never considered previously.’ • ‘I want to inspire an enduring love of history that lasts well-beyond the degree.’ • ‘I really get a kick out of seeing students develop, particularly to the point when they don’t need me anymore ... I like the fact that I can make a difference to so many lives.’ History teaching with passion

8. Lightbulb moments • ‘Seeing the lightbulb above their heads when they understand what the study of history is all about – when they’ve made a qualitative leap.’ • ‘That moment when the penny drops and you can sense that a student has begun to understand the process of thinking historically.’ • ‘History teaching matters when it is meaningful in some way – beyond the usual skills development. Sometimes there is that flash of recognition when they see the past/their community/their own life/their future differently.’ History teaching with passion

9. David Pace – teaching & love of the subjecthttp://www.vimeo.com/23920330 History teaching with passion

10. Sean Brawley – Connecting research & teachinghttp://www.vimeo.com/23920539 History teaching with passion

11. David Pace – I love the interactionhttp://www.vimeo.com/17606410 History teaching with passion

12. Survey Question 7 Q 7: In your view what can students get from history teaching at its best? History teaching with passion

13. What can students get from history teaching at its best? (1) ‘History teaching can encourage students to think about the past, or distant societies, and reflect what it might mean for both the human experience and for today. History in many ways is uniquely placed to ask the big questions societies face, and arguably to point to solutions, challenges and impacts. It crosses every aspect of human activity – from culture to the environment, to gender relations, economics, welfare, nation-building ... the list could go on.’ ‘History education cultivates people useful to a democratic society. It is not enough to have practical skills. How those skills are imparted to others, and how our graduates shape the opportunities for others, are all determined by an ability to be fair, open-minded, see other peoples’ views, to see false or dangerous arguments and to be empowered to act upon those things.’ History teaching with passion

14. What can students get from history teaching at its best? (2) ‘They get the realisation that they are the heirs of a vastly complex and messy thing called humanity ... history gives students the understanding that humans are irrational and illogical. That is necessary in coming to grips with the horrors found in history, but it is also essential in the appreciation of great beauties, the great triumphs that we as human beings have been capable of.’ ‘History students acquire a deep sense of the contours of the past. They realise that events are never simple and straightforward but, instead, highly nuanced. They learn to appreciate that decision-making is fraught with risk because the outcomes are never clear to the participants and they learn to differentiate between what matters and what does not. This helps them to reach conclusions on imperfect information, and remain flexible and to improvise when required. In a fast changing world the creation of a group of people with those capabilities is vital to the future success of the nation.’ History teaching with passion

15. What can students get from history teaching at its best (3)? ‘The study of history encourages people to think critically, to refuse to accept things as they appear on the surface. It produces individuals who are aware of the complexity of issues that confront society. History graduates have a greater sense, not only of the world they live in, but how it got there. Ultimately, this can only make for better citizens.’ ‘[History teaching] encourages not only critical but creative ways of looking, and an ethical imagination. Without history we would be reduced to a society which had deprived itself of a key compass with which to navigate the complexities of our own world or imagine futures in an evidence-based way. Without the self-reflexive qualities history education provides we would be left with “traditions” we could not properly understand or use.’ History teaching with passion

16. People with a complex way of thinking • Understand society (& self) in broader perspective • View society in multi-faceted ways • Sensitive to ‘otherness’ • Attentive to complexity of events and circumstances • Aware of contingency • Attuned to partiality of information and knowledge • Sensitive to the complexity of making judgements History teaching with passion

17. People with particular personal characteristics • A critical spirit – weigh up diverse arguments; evaluate complex evidence fairly; recognise bias; see beyond the taken-for-granted/current fashions; read between the lines; question all information; logical approach; eye for detail/error; self-reflexive. • A sympathetic imagination – tolerance; empathy; humility in never fully knowing; sensitivity to ‘messiness’ of human life; openness to the strange and different; fair-minded; open to others’ views. • A will to learn (and keep learning) – passion; enthusiasm; excitement; wonderment and awe; intellectual curiosity; openness to new information and experience; purposeful; persistent; confident. • An independent disposition– a healthy scepticism; considered independent judgement; recognise own needs; resourceful; self-motivated; self-reliant; not beholden to any theory. History teaching with passion

18. Task 1 • Reflect on the advice you give your students when they ask you about the value of a history degree and especially what kinds of jobs you can do with it? • What do you usually say? Discuss this and put your list in a rough rank order - first, second, third, fourth, fifth, sixth. History teaching with passion

19. Complex constantly changing world History teaching with passion

20. UK History Graduates from 2010 6 months following graduation 4.7% other 4.7% not available 8.5% unemployed 0.5% further study or training overseas 5.8% further study or training 2.9% studying for a teacher qualification 50.5% in employment 13.2% studying for higher degree 6.9% working and studying 2.4% in overseas employment History teaching with passion

21. Top 10 types of work – History 2010 • Retail, Catering, Waiting & Bar Staff 21.3% • Other Occupations (city councillor, chef, Royal Marine) 16.8% • Clerical & Secretarial Occupations 12.7% • Commercial, Industrial, Public Sector Mgrs 10% • Business, Finance & Associate Professionals 9.9% • Arts, Design, Culture & Sports Professionals 4.5% • Education Professionals 4.1% • Other Professional, Assoc & Tech Occups 3.7% • Social & Welfare Professionals 3.5% • Numerical Clerks & Cashiers 2.7% • (from ‘What Do Graduates Do’ HECSU/AGCAS 2011) History teaching with passion

22. History & Philosophical Studies 2005-10 • Job titles Total Avg Salary (£) • Sales and Retail Assistants 194 13,500 • General Office Assistants/Clerks Nec 171 16,000 • Educ. Assists (exc HE/FE & Lang Assists) 88 14,000 • Secondary Teachers 52 21,000 • Bar Staff 50 11,000 • Employers • Unspecified School 12 19,000 • Waterstones 12 13,500 • Self Employed 11 27,500 • John Lewis 10 12,000 • Private Household 10 20,000 • Sectors • Education 221 17,000 • Wholesale & Retail 211 14,000 • Arts Entertainment Recreation 113 15,000 • Public Administration & Defence 91 22,500 • Social Work (w/o acc) 87 17,500 History teaching with passion

23. Size of UK private enterprises (BIS Statistical Release 2011) History teaching with passion

24. History teaching with passion

25. To thrive in complexity requires ability • To relate to, make & maintain relationships with people at all levels, inside & outside organisations • Collaborate & work in teams, more than one team at once, & adjust roles in ever-shifting situation • Willingness to learn continually, take risks, lead & deal with change & help others to do so • Self-management, self-confidence & self-promotion Harvey, New Realities, 2000 • Ability to recontextualise their skills, knowledge and understanding according to the requirements of different settings & develop a frame of mind whereby they continually look to improve Warwick Institute for Employment Research, Changing Patterns of Work, 2010 History teaching with passion

26. ‘It is impossible to predict what disciplines will be of most economic and social value in a rapidly changing world. Most of the big breakthroughs in the development of products and services these days come from collaboration among different disciplines.’ Richard Lambert, former Director of Confederation of British Industry 'You go into the humanities to pursue your intellectual passion; and it just so happens as a by-product, that you emerge as a desired commodity for industry.'Damon Horowitz, Director of Engineering, Google. History teaching with passion

27. Changingattitudes to work/life Creating work for themselves 46% increase in graduates starting own business More from arts and humanities Third of those starting businesses start social enterprises Want good work • Makes a difference • Shared values • Flat structures • Self-development • Ethical & sustainable operation • Sharing learning & working in teams History teaching with passion

28. Task 2 • From what you have heard, or discussed over the last few days, what are the key attributes that studying history fosters that will enable your students to flourish throughout their lives? History teaching with passion

29. History teaching with passion

30. Task 2 • From what you have heard, or discussed over the last few days, what are the key attributes that studying history fosters that will enable your students to flourish throughout their lives? History teaching with passion

31. Contact us Alan.booth@nottingham.ac.uk Jeanne@jeannebooth.co.uk History teaching with passion