The Debate Of The National Standards An Assessment By Three Historians

Abstract

Historians know all too well that hand-wringing over what we shall teach our children is about as old as the nation itself. As Walter Licht has noted, "Faced with recurring diagnoses, suggesting cures, and confused debate, historians can only greet the latest best-selling jeremiad [on public education] with both skepticism and bemusement." (Licht, Getting Work: Philadelphia, 1840-1950 [1992]) Thus the brouhaha over the recently published National History Standards for American and world history in primary and secondary school may be seen as yet another tum in the cycle. As in all such debates, there is the generous serving of bombast, posturing, fear, arrogance, and plain ignorance. One hopes that there has also been a glimmering of enlightenment, understanding. and respect as well, in short, a bit of light amidst the heat.