Improving the effectiveness of History teaching: where to begin?

Professor Marc Jason Gilbert: Challenging learners with different perspectives and viewpoints.

Professor Marc Jason Gilbert (President of the World Historical Society) was the first speaker of the program with a seemingly simple but very interesting presentation: "What is World History?".

He outlined the initial starting point for his speech: recognizing the conceptual understanding of World History is crucial as a means of planning, teaching, and assessing student learning.

 

In fact, most historical texts over the past two centuries have typically focused on the lives of individuals and encompassed national and ethnic perspectives. However, according to Professor Marc Jason Gilbert, LSTG (Learning and Learning in the World) is concerned with studying common patterns that transcend cultural boundaries to capture and analyze human experience over time. The main focus of LSTG should be integration – clarifying how people around the world are drawing closer together – and difference – as demonstrated by LSTG models that show the diversity of human experience.

Professor Marc Jason Gilbern also emphasized the global perspective when researching and teaching LSTG. He argued that LSTG “includes comparative and cross-cultural studies based on multiple scientific disciplines and encourages research into the dynamics that influence cultures and civilizations.” Topics studied include large-scale population and economic shifts; cross-cultural technology transfer, disease spread, long-distance trade, and the dissemination of ideas and beliefs…

This scientist also pointed out the reality: "Very few courses at universities and colleges focus on world history as a science; instead, regional and national history are emphasized." Currently, the new demands for integrating world history at all levels of education are driving the job market and reflecting the educational needs of the real world.

He also argued that when teaching students, it's not about forcing them to memorize knowledge, but rather about "challenging students with different perspectives and viewpoints," helping them understand the connections between world history and stimulating young people's desire to learn about history.

Professor Phan Huy Le: always up-to-date with the latest research.

While Professor Marc Jason Gilbern's presentation was quite lively, Professor Phan Huy Le (Chairman of the Vietnam Historical Science Association) offered delegates insightful theoretical perspectives on the need to understand Vietnamese history based on new research findings. The renowned Vietnamese scientist assessed that in the last three decades, Vietnamese historiography has achieved many important research results, not only enhancing historical understanding but also, in some aspects, changing fundamental perceptions. He emphasized that those teaching Vietnamese history need to update their knowledge with these new studies to create a comprehensive and holistic understanding of Vietnamese history, thereby improving the quality of their lectures.

He believes that current research and teaching of Vietnamese history should pay attention to the following important principles:

Firstly, the study of Vietnamese history must begin from the territory of present-day Vietnam and trace back to the past; based on the general understanding that all aspects of life of the communities residing within this territory belong to Vietnamese history and culture.

Secondly, the issue of defining the periods of Vietnamese history has been subject to various interpretations. The current trend is to avoid formulaic periodization and instead rely on the actual historical process of Vietnam, with its major transformations, combining socio-economic formations with nation-building and national defense efforts, to divide the country into appropriate periods.

Thirdly, during the monarchical period, dynasties were objectively existing historical entities with important roles that needed to be fully studied and understood; dynasties should be placed in their proper position and role within the historical process, acknowledging each dynasty's contributions and limitations, avoiding outright criticism, negation, or overestimation.

Fourth, the relationship between Vietnam's history of resistance against foreign invaders and its political, economic, cultural, and social history needs to be understood scientifically and adequately. In this context, the history of resistance against foreign invaders, which plays a decisive role in the nation's survival, deserves a worthy place in the understanding of Vietnamese history. Furthermore, Vietnamese history should focus more on the lives of individuals, communities, and socio-cultural achievements.

Fifthly, the study of Vietnamese history needs to be from the perspective of a multi-ethnic nation, paying attention to clarifying the roles and contributions of ethnic minorities.

Sixth, Vietnamese history needs to be understood in close relation to natural conditions, and in close interaction with the region and the world. Many historical works do not adequately consider the role of natural conditions, or present history in isolation, detached from the context and relationships between countries in the region and the world, inevitably leading to subjective and one-sided views.

Professor Vu Duong Ninh: Teaching history needs to be lively and relatable.

Unlike the first two speakers, Professor Vu Duong Ninh – a leading expert in Vietnamese history and teaching of this subject, and an educator with decades of experience – offered a very specific and practical perspective on the causes and current state of history and teaching in Vietnam.

According to him, the difficulties that teaching and learning world history in Vietnam is facing are: limitations in Vietnamese students' understanding of the world; the "cramming" of knowledge in textbooks, making learning overwhelming, with few vivid connections between historical knowledge and real-life situations; insufficient attention to guidance for self-study and independent research; and the failure to inspire students to learn and enjoy this subject...

In this context, "improving the quality of teaching and learning world history must be a process, not something to be rushed," the educator shared. First, it is necessary to apply the principle of "less is more" – that is, not greedily cramming knowledge, but selecting key events and issues so that students have a general understanding and knowledge of world history through different periods. In addition, while teaching world history, attention should be paid to Vietnam's position within the East Asia – Southeast Asia – Pacific region, thereby prioritizing research and teaching of the history of these regions. The national liberation struggle in Vietnam had a tremendous impact on the course of the world revolution – it needs to be linked to world history, not just viewed from the perspective of the world's influence on Vietnam.

Professor Vu Duong Ninh concluded: when teaching world history in general, it is essential to pay attention to the actual circumstances of Vietnam, the issues facing Vietnam, and Vietnam's international relations. These will serve as the basis for exploring world history – points that need to be emphasized in depth due to their typical nature in the world in general, while also considering the relationship between Vietnam and the world in each historical period, and the possibility of applying world historical experiences to Vietnamese practice. Therefore, historical knowledge will not be "dead" knowledge, but will be "lively, relevant, and beneficial to students, helping them to love and apply it to their work and lives later."