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• W269750488 abstract "This article attempts to review the rhetoric and the educational policies on the use of history for citizenship education from 1880-1990 in England. In many instances, the rhetoric served as powerful tools to gain the support of educational authorities, namely, the Board of Education, Ministry of Education and Examination Boards. Their support was reflected in the change of educational policies and school syllabi that followed. This study shows that there was strong and consistent widespread rhetoric on history's contribution to citizenship education throughout the century, neither stopped by the two great wars nor impeded by the challenge of social studies as a citizenship subject after the Second World War. Instead it was challenged by the discipline itself in the early 1980s when some historians began to doubt the new history on the ground that the real history was being devalued. Consequently, there was evidence that the new history did not take off widely. In many schools, history was taught for its own sake. Its value for the education of modern citizenship was not being emphasised. This article ends with the argument that under the environment of the National Curriculum, first implemented in the country in 1989, history still claims its relevance for citizenship education. History for Moral and Patriotic Citizenship Education Claims for history as a citizenship subject dated back long before it became an academic discipline. When Herodus, the father of history began to write history, it was for its social relevance. Since then, history has experienced a number of phases of development but its utility as a citizenship subject continued. Early this century, F. J. Gould, a British Educationist and humanist, published a large quantity of literature using history as a source for citizenship education --promoting moral and patriotic citizenship in young children. Other publications from historians and from the Board of Education also demonstrated the value of history for moral and patriotic citizenship education. Gould, different from a modern historian, saw history as an all-embracing subject which could, properly taught, provide social, moral and civic education for training children to be good future citizens. His approach was not only patriotic but also humanistic. He proposed seriously the use history for the training of patriotism and social loyalty. At the same time, he was aware of the importance of an international perspective. Through story-telling and through history, he worked out numerous schemes for the training of citizenship. He provided more than just rhetorical support for the subject. It was evident in the 1904 Elementary Code that history was approved as a school subject because of the emphasis it gave to the" @default.
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• W269750488 date "1997-01-01" @default.
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• W269750488 title "Rhetoric and Educational Policies on the Use of History for Citizenship Education in England from 1880-1990." @default.
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