Abstract
Researchers in the teaching of modern global history generally focus on historical issues that have reshaped our world, including decolonization, social democracies, revolutions, terrorism, religions, competition in labour markets and the role of superpowers. This article attempts to explore global study through which young people may understand both the outside world and themselves. The aim is to reframe the way in which history is taught in schools, seeing it as part of the whole curriculum that makes a contribution to both the values of personal development and to citizenship with a focus on the world's history. History needs to develop a political intelligence through teaching global history. Based upon the paper's theoretical framework, curriculum developers can create global history syllabuses and pedagogies.
Highlights
Historical knowledge and understanding is a precondition of political intelligence
The emphasis should be on critical thinking and on global human values (Geyer and Bright, 1995: 1037; Burns, 2006: 368)
Global history should selectively draw upon exemplars from the whole world to illuminate key themes, topics, and substantive and syntactic historical concepts
Summary
History education teaches students to examine controversial issues through studying primary and secondary sources, to consider the validity of historical evidence, to discuss the causes and effects of changes over time and to understand why there are different interpretations of the past (Slater, 1995; Stradling, 2003: 13) Our aim is both to consider curricular issues at a national level and to suggest a new approach to global history as an integral part of the curriculum to support students making connections across world history – to encourage them to ask questions and to examine human history through social, cultural or economic lenses. History is a problem-solving discipline Family, school and society in a concrete effort for history education
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