Why History Education needs Improvement

The whole concept of history is a significant if not paramount importance to the history of humanity. Indeed – politicians and special interest groups should put the learning of history to be just as important as math, english, science, and any other subject that requires more funding and better improvements

As a student, I have felt that history class is a bore, and not only that – it is too rigid, censored, unengaged, and dull. This is because history lessons – at least the one’s that I have experienced is restricted, and does not teach any of my fellow students to question the offical line and doctrine that is enforced by the teachers and the Ministry of Education.

Today, I am still angry at history for being what it is – and this is what I have experienced in my last year of high school history lessons:

1. NO QUESTIONING OF THE OFFICIAL VERSION THAT IS WITHIN THE TEXTBOOKS
2. TOO MANY ASSIGNMENTS
3. TOO MANY LECTURES – LECTURES JUST REFLECT THE TEXTBOOK…
4. ANY ATTEMPT TO OFFER AN ALTERNATIVE MEANS AWFUL GRADES AND BEING TREATED LIKE A SUB-HUMAN BEING BY THE TEACHER

Hence, now, it is my duty to now analyze each of these scenarios and what they mean – not only to ME, but also to you, and EVERYONE ELSE.

The first case shows that history lessons, like the history textbook is a religious like deity that must be respected and tolerated without questioning. In the textbooks, there is no questions that make you think really deeply at all, even the most hardest questions can be answered without doing any hardcore thinking, and even worse, the book is written in such a way that it makes everything that has happened and is happening an. “accident.” This notion, of course, defeats the reason why we even bother studying history – if we study history because it is an accident, then why study anything at all?

Secondly – the assignments are nothing more than to keep us from falling asleep – but they do not engage the student in any way, they are either too easy or so difficult that it takes away the ability to reason out the WHY of history and its many philosophies…such as Hegelian Dialect, and the reason why the Freemasons are simply ignored throughout most of the textbook, and even the textbook itself states that the reason why history is so full of garbage and misery by the common people is because of the rich politicians and bureaucrats – under the phrase, “cupidity,” “greed” and hunger for, “power.” Of course, OF COURSE – why didn’t we think of it before – POWER is what all politicians are after. It is not the interest of the middle class that is on the top of the list of a politicians interests – it not whether or not following the, “rule of law” is justified or should ever be broken – it is all about POWER. And how do they get power? CONSPIRACY THEORIES OF COURSE! THEY CONSPIRE AGAINST US BY GIVING US SO MUCH WORK SO WE CAN STOP WORRYING ABOUT OUR CIVIL RIGHTS AND JUST DO WHATEVER THEY WANT US TO DO!

Third – the lectures are just as boring as the assignments – any attempt to even change the way it is taught is hopeles because my teacher does not tolerate anyone’s attempt to refute her style of teaching exactly what is in the textbook when anyone of us could have just done it ourselves…over all, a waste of a class time because it does not clarify certain questions, and does nothing to resolve the unasnwered quesitons of the textbook which it does not cover, and let alone, key questions were deliberately ignored throughout the textbook such as, “Why communism took a sudden rise in WWI?” and, “Didn’t Hitler conspire against the German Republic by burning down the Reichstag, and didn’t Roosevelt knew about Pearl Harbour before it happened? Wasn’t that what Roosevelt did with Pearl Harbour – [Pearl Harbour = Reichstag Building = World Trade Center]” So, why weren’t those precious connections made between these events, and the deliberate use of “state-sponsor of terrorism?” Why?

Finally – the last scenario is related to the time when I did a seminar regarding the Fall of the Third Reich and the alternating, or conspiracy theories that were involved. My teacher didn’t like it, and attacked me based on my mental issues, and pretty much everyone in class made a joke of those conspiracy theories and possibilities that I noted down and were very keen to ensure that the students were aware of OTEHR truths, not just the doctrinal truth that is taught by the education system of Canada (which is, personally, no more different than America’s way of education – OUTCOME BASED)…

Hence, it is through the textbook paradox of teaching two different philosophies at the same time, boring lectures, too many assignments to keep you from questioning the official dogma of the day, and the intolerance of different ideas that needs to be seriously changed if we are to KNOW the TRUTH of HISTORY and WHY and WHAT made us here on this planet? Or are we really alone as they teach you?

They want you believe in THEIR HISTORY – A belief in their terms is a LIE…beLIEve – CHOOSE.