A Discussion on the Shift in History Teaching Methods

Objectives This study aims to raise the need for a shift in writing-centred methods of teaching history, and to explore the learning strategies and capacity-building activities needed to achieve this. Methods In order to establish a solid foundation for the research, a comprehensive literature survey was conducted to trace the origins and rationale of textual theory. Furthermore, the contextual meaning of speaking activities alongside writing was analysed through a critical interpretation of existing arguments and literature. Results The present study has sought to shed light on the significance and challenges posed by historical writing activities. It has done this by defining the concept of understanding history through the lenses of relativism and hermeneutics. Furthermore, it has presented the educational implications of inter-play discourse. Conclusions It was argued that writing as a method of history education is considered to broaden the possibilities and diversity of historical understanding, but it can be limited to expressing self-understanding and assertion, and should be followed by activities that promote flexible ways of exchange and communication. Understanding desirable history is a process of developing self-understanding in a socio-cultural context, which can lead to collaborative communication and community empowerment. We aim to activate the learning process of understanding together by materializing inter-play activities.