This article presents a vision of effective and pedagogically meaningful history teaching and learning in schools. Bringing to the fore the lack of attention to the philosophy of history, the article first explains the philosophical and epistemological underpinnings of history or the perspectives on the nature of historical knowledge on which the vision is based. It then elucidates what goals history education should strive for, what history should be taught, how history curriculum should be developed, what is expected of teachers in implementing history curriculum, and what qualifications history teachers should possess to effectively practice their profession. It advocates constructivist pedagogy and the disciplinary approach to school history, calling for collaboration between education faculty and historians in the preparation of history teachers.


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pp. 37-46
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