Xenopoliana, X, 2001
HISTORY AND MEMORY. ASKING THE CHILDREN
Cătălina Mihalache
Teaching
Being a school teacher is just another role to perform: pretending to
be sure of everything, imposing to the children somebodyelse's unconvincing opinions,
pressing them to memorize a certain quantity of information and, of course, urging the
kids to behave themselves.
Most of the accepted human knowledge had to endure this de-forming and de-valuing mode of
transmission called "teaching". As a result, teachers, parents, supervisors and
even students expect to meet creative, autonomous and well educated persons.
Instead all the efforts of the schooling system, students persist thinking by themselves
and, sometimes, even their teachers do it, too. Usually, they choose the simplest and
surest way of thinking: putting questions. It could be emberassing, especially questioning
the evidences and trying to forget to pay respect to the established authorities.
Asking myself of the very meanings of History and Memory and of some plausible relations
between them, I found an easy answer: ask the kids about it! First, my students were
surprised and afraid of giving wrong answers, because I asked them for something I didn't
"teach" before. They were aware they couldn't get the "right
definitions". They didn't want to sign their papers, so they remained just time
anonymous students in the last secondary grade in an average Romanian school.
Having their answers I became an opportunistic co-author, by selecting, rearranging and
translating it. It was a double translation, from their language into mine and then from our
common language into English. The reader will probably continue it, for his own use.
What Children Say about History and Memory
HISTORY is all the years and the sufferings.
HISTORY is a story about our ancestors.
HISTORY teaches us about how different had been living other people from us.
HISTORY is the science which teaches us about the origin of the human beings and
about their lives until nowadays.
HISTORY is something about the years that passed.
MEMORY is to keep something in mind, although you will take a bad grade (!)
MEMORY is to understand something, in order to remember it for a long time.
MEMORY is to learn.
MEMORY is a gift from GOD for all the people. We have to use it in order
to know that we have it.
MEMORY is to remember the past.
MEMORY is a science by which one could think.
MEMORY: without it, I can't improve it.
What Children Couldn't Say
The truth is simple but it needs complicated minds to describe it. So,
anyone can practice his / her own abilities to try it, confronted with the previous
sentences. There are samples by which students gave back what they really received and not
what we believe they learned in school. History has been "delivered" to them in
countless disassembled packages called "lessons". They had to figure out by
themselves some meanings for it, and they managed to reproduce many of the adult's
obsessions, emotions, biases, contradictions, errors and stories.
At first glance, history is a box of years, "all the years," never managing to
fulfill the temporal dimensions. So many years that don't make the time, although
history's primary claiming is to establish when something had happened. Without its
precious chronological arrangements, history banishes itself to myth, to literature or
simple falses. This concern for when is still so obvious in teaching history and
evaluating the students' knowledge that the rest (what, why, how, what for, what if and so
on) is usually too much.
Among the events most persisting in history lessons, there are all sort of
"ordinary" catastrophes: wars, epidemics, conquests, riots, massacres, fires
etc. The normal life is still insignificant for normal people. History is destined to be a
land of pain and sorrow and kids remarked it well.
The emplotment of the events and the selection of the "actors" are also
perceivable for the children. They know it's only a story among many others that it could
be. It's a necessary fiction and when we need it most, we call it "tradition".
Most of the time, every normal person speak about his (her) self, no matter of the present
or past tense chosen. When is about the past, we prefer our past and our ancestors.
We never find enough about us, so we need history to meet ourselves and get a convenient
identity. The stories are mainly about "our ancestors," whatever we pretend to
be about. Even when we are interested about the others ("how different lived other
people from us"), we've just making a better mirror for ourselves.
The 19th century proclaimed that history is a rigorous science. Kids show us
how difficult is for the adults to leave that century back. The academic authorities still
need history to be a science and, if possible, the most honored one: the science about the
human lives, from the origins till nowadays. The historians are eager to include in their
field all sorts of knowledge, ranging from biology to aesthetics, so to justify a unique
and broad vision of humanity. Being a science, it must have something to teach, it must
prove its utility. For someone which is not a historian, history does exist only if it is
taught.
There are no satisfactory definitions of history. So, a kid may conclude that history is
just "something," somehow related to the years that passed. It's simple not the
present, nor the future. It's a fluid, indeterminate and still needed past.
History is a quite familiar subject. But memory is so familiar that we usually don't even
remember it. So, how about the memory?
First thing the children feel about memory is that we (the adults) impose it to
them ("although you will take a bad grade"). They felt the presence of a rough
social command. What children don't know yet is that "the oppressors" must obey
it, too. We need to remember what to ask them to remember.
We ask students so often to remember that they actually replaced learning by memorizing.
Having so imperative confrontation with it, students find out that keeping something in
mind imply judging, relating, using references etc. So, memory is "to
understand". Memory is a kind of survival and help surviving.
Unexpectedly, instead of all the rationalist and scientific lessons, one kid remembered
God: "memory is a gift from God". It's definitely one of the things that a
"regular" teacher would not teach it. God is an old fashion, but with His help,
the kid could figure that memory has a natural, given characteristic. He also
understand that being natural is not enough to say about memory. The consciousness about
memory makes us human beings ("we know that we have it").
Another student stated that "memory is to remember the past". It's the simplest
way of saying that memory is all the past that we can get it, no matter how.
To put that memory is a science and also a kind of thinking could look too
childish. It also could be seen as an instinctive perception of what ancient rhetors known
as ars memoria: techniques of memorizing, remembering, making associations etc.
Also, speaking of memory as "thinking", we need the support of the modern
psihologists which can demonstrate that memory is a primary and unreplaceble set of mental
operations. Without it, human mind can't elaborate further analysis and creations.
The final reflection about memory could look like a paradox that a student can't afford
it: "without it, I can't improve it". Memory is an existence generated by
itself. It works like a first impulse, causa prima. But the question of the
"first impulse" is also an old fashion. It's a problem of Aristotel or other
dead persons and no one argues any more about it. Greeks would name it ARCHÉ, Latins
would translate it PRINCIPIUM and they would probably prefer LOGOS or VERBA instead of
Memory. But the contemporary thinking about thinking subtilities are constructed in a
different cultural code - we must use it or be rejected by it.
History and Memory. How to Relate Them
History and memory are not obviously related for the students and
probably nor for the public opinion. Still, putting them together one can find that they
share somehow the past. They also share us, because we make, tell and
remember the stories of the past. These partners, history / memory, are not felt in the
same way. History (especially the one we teach it) is a dead and sad time, but memory is
something that keeps us alive. Both are facts of authority, shouted with different
voices. Both are so definitely subjective that common people never need to pretend that
there are concernings about the "reality" or the "truth". Still, we
can name it "sciences," not in a proper modern acceptation but in a pre-modern
one, closer related to "wisdom," "knowledge," "experience"
or "tradition".
The solution for a very postmodern challenge could be a pre-modern one, as long as we
remember to question for it.