Abstract
M.Ed. (Didactic Education)
All over the world History as a school subject is on the
defensive. This phenomenon is usually attributed to a
variety of causes. In general however, the reason for
this crisis is seldom seen in the traditional approach
and teaching of the subject.
At university, the secondary and even the primary school
the understanding of the past is the cornerstone for the
study of History. Accordingly History has only by accident
any real value for the child living in the present
day society.
potentially however, History is, due to man's historicity,
one of the most fundamental ways of broadening his perspective.
Unfortunately this basic fact is often neglected
in the approach to and teaching of the subject. Educational
principles are neglected and the content seems to be relatively
meaningless to the pupils.
There has been a general neglect of play or simulation
games as a subject for research or study. Scientists,
biologists, anthropologists and psychologists have studied
play, but in most cases it has been concerned with animals.
It is believed that in future the power of simulation as
a learning tool will attain the consideration and support
it should have.
Only if History is restructured at all levels in accordance
with sound educational principles and in an existentially
relevant way, the subject will, at least in principle,
regain the ground that has been lost.