{"id":50202,"date":"2019-11-21T11:28:42","date_gmt":"2019-11-21T19:28:42","guid":{"rendered":"http:\/\/world.edu\/?p=50202"},"modified":"2019-11-21T11:28:42","modified_gmt":"2019-11-21T19:28:42","slug":"dont-despair-if-your-teen-wants-to-major-in-history-instead-of-science","status":"publish","type":"post","link":"https:\/\/world.edu\/dont-despair-if-your-teen-wants-to-major-in-history-instead-of-science\/","title":{"rendered":"Don\u2019t despair if your teen wants to major in history instead of science"},"content":{"rendered":"

\"\"
\nIt might be your worst nightmare. Your child, sitting at the kitchen table, slides you a brochure from the local university.<\/p>\n

\u201cI\u2019ve been thinking of majoring in history.\u201d<\/em><\/p>\n

Before you panic and begin calling the nearest computer science department, or worse, begin to crack those tired barista jokes, hear me out. This might just be the thing that your child, and our society, needs.<\/p>\n

Choosing to become a history major is a future-friendly investment. A history degree teaches skills that are in short supply today: the ability to interpret context, and \u2014 crucially \u2014 where we\u2019ve been, so as to better understand the world around us today and tomorrow.<\/p>\n

We\u2019ve never needed knowledge of history and the skills that come with the discipline more than we do now. Not only is it a good choice of a major for all the usual selfish reasons \u2014\u00a0you\u2019ll likely get a good job, even if it takes a bit longer than the STEM disciplines, and more importantly you\u2019ll probably be very happy with it<\/a>.<\/p>\n

But for our society more generally, we need a generation with deep capacities to acknowledge context and ambiguity. This idea of ambiguity not only pertains to interpreting the past based on a diverse body of incomplete sources, voices and outcomes, but also how our contemporary judgements of that record shape our choices today.<\/p>\n

Our whole society hurts when students turn their back on history. A sense of history \u2014 where we have come from, the shared anchors of democratic society, the why and how of our current moment in time \u2014 is critical.<\/p>\n

Not enough historians<\/strong><\/h4>\n

\u201cWon\u2019t you be lonely as a history major?\u201d<\/em><\/p>\n

When you\u2019re visiting a campus library, take a look: you\u2019ll see a lot of students reading their engineering notes, maybe some doing computer science exercises, even some English literature or political science essays being written. What you won\u2019t see is many students flipping through their history books.<\/p>\n

That\u2019s because there aren\u2019t all that many history majors left in many North American universities:\u00a0York University has gone from 1,217 majors in 2011-12 to 527 seven years later<\/a>; at the University of Waterloo, where I teach, we\u2019ve gone from 227 to 89.<\/p>\n

This is part of the broader\u00a0decline in history majors<\/a>\u00a0which has seen enrolments\u00a0essentially<\/a>\u00a0crash<\/a>.<\/p>\n

Why? On the face of it, it\u2019s surprising that students who play\u00a0Assassin\u2019s Creed<\/em><\/a>, listen to\u00a0historical podcasts<\/a>\u00a0and watch historically themed television have turned their backs on the history major.<\/p>\n

There are three reasons. First, education and law have seen tightening labour markets and\u00a0falling<\/a>\u00a0applications<\/a>. Traditionally history was seen as a good preparation for being a teacher or a lawyer. Second, there\u2019s the overall \u201ccrisis of the humanities,\u201d\u00a0where STEM is seen as leaving liberal arts behind within universities more generally<\/a>.<\/p>\n

But also, historians (and their university departments) simply haven\u2019t made the case for why history matters.<\/p>\n

We stress critical thinking and writing \u2014 which, sure, a history degree does get \u2014 but often fail to get to the heart of why a history degree just might be the best training for the 21st century.<\/p>\n

Macdonald analysis<\/strong><\/h4>\n

\u201cHistory? Is that so you can learn how to write?\u201d<\/em><\/p>\n

You can certainly learn how to write in history. But you can do that in any other arts discipline, and they\u2019ll also teach you similar critical thinking skills.<\/p>\n

Historians can put these skills to work to understand our world today. Take John A. Macdonald, Canada\u2019s first prime minister. The question for historians is not simply how he should be judged and commemorated today, but also how he should be understood within the context of his time.<\/p>\n

In the 1990s, historians such as Timothy A. Stanley debated Macdonald\u2019s legacy, pointing out the\u00a0inherent racism<\/a>\u00a0of the 1885 Chinese Immigration Act; others such as Jack Granatstein lamented that students were likely to learn more about Louis Riel than Macdonald himself, despite, in Granatstein\u2019s view, the latter\u2019s accomplishments being \u201cmore important and much longer lasting<\/a>.\u201d<\/p>\n

But those in wider society began to truly grapple with Macdonald\u2019s legacy only in the last five or so years.<\/p>\n

Forced reconsideration<\/strong><\/h4>\n

The 2014 publication of James Daschuk\u2019s\u00a0Clearing the Plains: Disease, Politics of Starvation, and the Loss of Indigenous Life<\/em><\/a>, convincingly argued that Macdonald used a deliberate policy of starvation to help \u201cclear the plains\u201d of Indigenous people.<\/p>\n

This book, along with the release of the Truth and Reconciliation Commission\u2019s\u00a0final report<\/a>, forced a reconsideration of how historians and society should teach or commemorate Macdonald today.<\/p>\n

In some cases, municipal governments have removed statues\u00a0(as in Victoria)<\/a>, or fostered ongoing conversations with Indigenous communities (as in\u00a0Kingston<\/a>, Ont.).<\/p>\n

Historians<\/a>\u00a0and their arguments<\/a>\u00a0have been at the heart of these\u00a0debates over Macdonald\u2019s legacy<\/a>.<\/p>\n

In historians\u2019 professional\u00a0disagreements<\/a>\u00a0we can see the\u00a0importance of history at work<\/a>: it looks like meaningful disagreements around how to grapple with an ambiguous, complicated past.<\/p>\n

Debate that stripped name<\/strong><\/h4>\n

In 2018 there was a debate within the Canadian Historical Association that resulted in stripping Macdonald\u2019s name from its long-standing best scholarly book award.<\/p>\n

On the one hand, some historians saw the honour bestowed on Macdonald\u2019s legacy by naming the highest prize as inappropriate\u00a0given Macdonald\u2019s record; others, highlighting Macdonald\u2019s nation-building role, opted to vote in favour of keeping the prize name as it was<\/a>.<\/p>\n

Same historical record, different judgements. The ultimate vote was to \u2014 correctly, in my view \u2014 strip the name from the prize.<\/p>\n

The weighing of historical context and grappling with ambiguity, on display during the Macdonald debate but even more so everyday within classrooms across the country, lie at the heart of what makes history as a discipline special.<\/p>\n

Change the world through history<\/strong><\/h4>\n

\u201cI\u2019m still not convinced. Why does what happened in the past matter for today?\u201d<\/em><\/p>\n

Historians don\u2019t study history so they can know the future. Yet knowing where our society has been \u2014 and how to grapple with ambiguity and context \u2014 means that a historian is well equipped to interpret the world around us and where it might be going.<\/p>\n

Put down the science brochures. If your high schooler really wants to be a history major, don\u2019t panic. Smile, knowing that they\u2019re taking the first step to a deeper understanding of the world around them.<\/p>\n

Author Bio:<\/strong> Ian Milligan is Associate Professor of History at the University of Waterloo<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

It might be your worst nightmare. Your child, sitting at the kitchen table, slides you a brochure from the local university. \u201cI\u2019ve been thinking of majoring in history.\u201d Before you panic and begin calling the nearest computer science department, or worse, begin to crack those tired barista jokes, hear me out. This might just be […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":50203,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[8187],"coauthors":[],"class_list":["post-50202","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-history-3"],"acf":[],"yoast_head":"\nDon\u2019t despair if your teen wants to major in history instead of science - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/dont-despair-if-your-teen-wants-to-major-in-history-instead-of-science\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Don\u2019t despair if your teen wants to major in history instead of science - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"It might be your worst nightmare. 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