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The purpose of learning history
I was six years old when I first moved to America. Since my house was near Boston, I had many chances to visit historical places, and soon I got interested in American history. After living in America for three years, I moved to London. I went to international school, and of course it was challenging but also inspirational for me at the same time. There, I learned history not in a chronological way but by dealing with the same topic or theme at a time. For example, âimperialismâ or âcolonizationâ. Most questions the teacher asked were answered by writing and they were for students to understand the overall development in the world. So, the important skills which were required at this school were not just memorizing historical events, but to see the world situation with insight. Therefore, students discovered their interest more profoundly and became more active during the class.
When I returned to Japan, I found that the way students learned history is very different from what I did in international school. Teachers taught us in line with the textbooks, and explained historical events in chronological order. All explanations given by teachers were precise and full of information. Absorbing information is useful when I read newspapers, as I often see some historic peopleâs names in the articles. I also can make use of information when talking with foreigners because it enables me to understand their countriesâ backgrounds easily.
However, I sometimes feel that when remembering all information on the textbooks, we tend to forget why those are worth memorizing. This may not lead to the importance of learning past history today. In Japan, we, high school students, are learning history this way in order to prepare for universitiesâ entrance exams. Our object is to enter universities, and thus, we easily lose sight of the essentials of learning history after we have finished entrance exams. Now, I want to ask a question to myself what is the primary purpose of leaning history. It is important to know about past events in order to prevent which happened in the past from happening again today. I admit that it is difficult to find right solutions, and therefore, I believe at least each person needs to think independently. In todayâs globalized society, we are submerged in a sea of different cultures, races and thoughts. Since we live in such an era, let us not overlook anything nor rely on the government or public eye for making a value judgment. It is essential to think by ourselves, and have our own opinions by using our initiatives. As I experienced in Model United Nations, learning history becomes all the more valuable when we think independently, and understand the world development with insight. Therefore, I think the Japanese education style is anachronism as it does not nurture critical thinking. Obviously it needs to be changed, and I want to become a person who can change it.
In order to achieve my goal, I would like to work at Ministry of Education, Culture, Sports, Science and Technology to cultivate Japanese education which could accommodate to todayâs multicultural society. In the process of finding the best type of education, there are many countries which have succeeded in educational reform, so I would like to look into those, learning each countryâs cultural and historical backgrounds. SILS is the best place for me to spend university life, as I can interact with many people who have different backgrounds. More specifically, if I were able to get into SILS, I would like to take Governance, Peace, Human Rights and International Relations, so I can address todayâs problems by following history. Discussing common topics with culturally diverse students is very fascinating, and Iâm sure that it would allow me to cultivate communication and critical thinking skills. Graduating from the university, I want to become a self-disciplined person who has an independent mind, and is able to contribute to Japan.
END
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