Teaching history and the humanities debate

Abstract

This article reflects on the political and educational meaning of the controversy on the instruction of History. The author disagrees on the convenience and the content of the Secretary of Educational proposal. In order to do so, the author divides his article in three parts: firstly, the topic is dealt with from a general political point of view; secondly, the topic is dealt with according to the process which the new law of education (LOGSE) is undergoing and finally we find some reflections on the problems which the instruction of History has to face in Secondary education.
The author regards History as a full-bodied subject in the curriculum and considers it both a key element in the formation of pupils in secondary education and a changing subject, avoiding dogmatism which has little to do with scicntific knowledge.