Learning history in museums

Abstract

All museums, no matter what their subject, are museums of history. They are, therefore, agents for the education of visitors about the nature of history as a form of knowledge, as well as being interpreters of the historical significance of their own particular collections. As individuals, and as members of society, we all need to be capable of thinking historically if we are to address the issues that confront us in our daily lives. History asks us to put ourselves in the place of other human beings, and by doing so to define our own values and beliefs. It enables us to think critically and independently and to make informed judgements. It encourages us to question and to evaluate conflicting interpretations on the basis of evidence. It helps us to identify bias when dealing with controversial and politically sensitive issues. It is the destroyer of myths. In the words of a recent Department of Education and Science (United Kingdom) publication, ‘Thinking historically is not only one manifestation of an open society, it is also one of the guarantors of its continued existence’.’ However, in order to think historically, it is necessary to develop, at some level, an appreciation of the process of historical inquiry, together with certain important concepts and skills. These can provide a framework for discussion of the possible role of museums in developing historical awareness in visitors. They are summarized here.* There must be an appreciation of the process by which history is produced. The subject matter of history-the human past-is infinite in extent and has no accepted body of facts or agreed laws. When choosing to study an aspect of the past each historian brings to the task his or her own values and theory of history, and the resulting interpretation is subjective and may conflict with other interpretations. On the other hand, the historical method-the procedure used by historians to evaluate and interpret evidence-is, or should be, objective. There is ultimately no way to arbitrate between conflicting theories of history, but any historical interpretation can be judged on the objectivity with which historical procedures have been carried out. There must also be an understanding of certain basic historical concepts. First, an awareness of the nature of historical evidence and of the incompleteness and diversity of the human record; that the historical judgements and interpretations which are based on this evidence are as a result necessarily provisional; also that primary sources should not be studied in isolation but in association with secondary sources containing the interpretations of professional historians. Second, historical thinking requires an appreciation of similarity and difference, and of change and continuity over time; that change is not constant; and that it can be progressive in some respects and regressive in others. Third, an understanding of cause and motivation: that causes are the product of historical thinking and interpretation, and do not exist independently in the historical record; and that events in history have multiple related causes. Fourth, an understanding of the concept of empathy: that historians in attempting to reconstruct the past try to