1.

Legal basis of inclusion of History and Philippine Constitution in the Curriculum in the
tertiary education.

 The legal basis for the inclusion of History and Philippine Constitution in the
Curriculum in the tertiary education can be found in The 1987 Constitution of
the Republic of the Philippines – Article XIV Section 3. It is stated in the said
statute that; all institutions shall include the study of the Constitution as part of
the curricula, educational institutions shall inculcate patriotism, nationalism,
and other values that could help in the development of the country, and it is
allowed to teach religion at the option expressed in writing by the student’s
parents or guardian.

2. Definition of History

 According to Oxford languages, history is the study of past events, specifically

3. Etymology of History

 The term history entered the English language in 1390, with the meaning of

4. Theories of history

1. The Great God Theory. The most primitive attempts to explain the origin and
development of the world and man are the creation myths to be found among preliterate
peoples. We are best acquainted with the one in Genesis which ascribes the making of
heaven and earth with all its features and creatures to a Lord God who worked on a six-
day schedule. These fanciful stories do not have any scientific validity.

The raw materials for genuine history-writing were first collected in the annals of the
reigns and chronicles of kings in the river valley civilisations of the Near East, India and
China. The first synthetic conception of history arose from the fusion of elements taken
over from the old creation myths with a review of these records. This was the Great
God, or theological version of history which asserted that divine beings directed human
affairs together with the rest of the cosmos.
Just as the royal despots dominated the city states and their empires, so the will,
passions, plans and needs of the gods were the ultimate causes of events. The king is
the agent who maintains the world in being by means of an annual contest with the
powers of chaos. This theological theory was elaborated by the Sumerians, Babylonians
and Egyptians before it came down to the Greeks and Romans. It was expounded in the
Israelite scriptures whence it was taken over and reshaped by the Christian and
Mohammedan religions and their states.

Under the theocratic monarchies of the East the divine guidance of human affairs was
wrapped up with the godlike nature of the priest-king. In Babylon, Egypt, the
Alexandrian Empire and Rome the supreme ruling force of the universe and the forceful
ruler of the realm were regarded as equally divine. The Great God and the Great Man
were one and the same.

2. The Great Man Theory. The straightforward theological view of history is too crude
and naive, too close to primitive animism, too much in conflict with civilised
enlightenment to persist without criticism or change except among the most ignorant
and devout. It has been supplanted by more refined versions of the same type of
thinking.

The Great Man theory emerged from a dissociation of the dual components of the Great
God theory. The immense powers attributed to the gods become transferred to and
concentrated in some figure at the head of the state, the church or other key institution
or movement. This exceptionally placed personage was supposedly endowed with the
capacity for moulding events as he willed. This is the pristine source of the tenacious
belief that unusually influential and able individuals determine the main direction of
history.

Fetishistic worship of the Great Man has come down through the ages from the god-
kings of Mesopotamia to the adoration of a Hitler. It has had numerous incarnations
according to the values attached at different times by different people to the various
domains of social activity. In antiquity these ranged from the divine monarch, the tyrant,
the lawgiver (Solon), the military conqueror (Alexander), the dictator (Caesar), the hero-
emancipator (David), and the religious leader (Christ, Buddha, Mohammed). All these
were put in the place of the Almighty as the prime mover and shaper of human history.

The most celebrated latter-day expounder of this viewpoint was Carlyle who wrote:
“Universal history, the history of what man has accomplished in this world, is at bottom
the history of the great men who have worked here.”

3. The Great Mind Theory. A more sophisticated and philosophical variant of the Great
God-Man line of thought is the notion that history is drawn forward or driven ahead by
some ideal force in order to realise its preconceived ends. The Greek Anaxagoras said:
“Reason (Nous ) governs the world.” Aristotle held that the prime mover of the universe
and thereby the ultimate animator of everything within it was God, who was defined as
pure mind engaged in thinking about itself.

Hegel was the foremost modern exponent of this theory that the progress of mankind
consisted in the working out and consummation of an idea. He wrote: “Spirit, or Mind, is
the only motive principle of history.” The underlying goal of the World Spirit and the
outcome of its laborious development was the realisation of the idea of freedom.

The Great Mind Theory easily slides into the notion that some set of brilliant intellects,
or even one mental genius, supplies the mainspring of human advancement. Plato
taught that there are “some natures who ought to study philosophy and to be leaders in
the state; and others who are not born to be philosophers, and are meant to be
followers rather than leaders”.

Thus some 18th century rationalists who believed that “opinion governs mankind”
looked toward an enlightened monarch to introduce the necessary progressive
reconstruction of the state and society. A more widespread manifestation of this
approach contrasts to the unthinking mob some upper stratum of the population as the
exemplar of reason which alone can be entrusted with political leadership and power.

4. The Best People Theory. All such interpretations contain infusions of the prejudice
that some elite, the Best Race, the favoured nation, the ruling class alone make history.
The Old Testament assumed that the Israelites were God’s chosen people. The Greeks
regarded themselves as the acme of culture, better in all respects than the barbarians.
Plato and Aristotle looked upon the slave-holding aristocracy as naturally superior to the
lower orders.

5. The Human Nature Theory. Most persistent is the view that history in the last
analysis has been determined by the qualities of human nature, good or bad. Human
nature, like nature itself, was regarded as rigid and unchanging from one generation to
another. The historian’s task was to demonstrate what these invariant traits of the
human constitution and character were, how the course of history exemplified them, and
how the social structure was moulded or had to be remodelled in accordance with them.
Such a definition of essential human nature was the starting point for the social
theorising of Socrates, Plato and Aristotle and other great idealists.
5. Importance of history

1. Develop an Understanding of the World  

Through history, we can learn how past societies, systems, ideologies, governments,
cultures and technologies were built, how they operated, and how they have changed.
The rich history of the world helps us to paint a detailed picture of where we stand
today.

Developing your knowledge of history means developing your knowledge of all these
different aspects of life. Children can learn about the pillars upon which different
civilizations were built, including cultures and people different from their own.

All this knowledge makes them more rounded people who are better prepared to learn
in all their academic subjects.

2. Become a More Rounded Person

History is full of stories. Some are inspiring and uplifting; others are chaotic and
immoral. Tap into the vivid realm of history, and there are many vital lessons your child
needs to learn. They will study times of suffering and times of joy, and the lessons they
learn here can then be applied to their own life experience.     

History also encourages a deeper understanding of difference. There are lessons, both
good and bad, to be learned from the way our ancestors have interacted with other
people who have different ways of living. In a modern world where inclusivity is
embraced no matter your background, an understanding of how past societies have
integrated is key to humanity improving in the future.

3. Understand Identity 

Nations are made up of a collection of stories and legends. These stories shape the
way we think about our country and our standing within it. History is where we learn
about how great institutions are formed, and how they’ve contributed to where we are
today.

For many of us, looking back at incredible fellow countrymen is a way of establishing
our own identity. Finding who we are and what mark we can make on the world is a
huge part of childhood. Allowing children to learn about the identity of their country is
one way of facilitating that.

4. Become Inspired 

Those historical stories can also serve to inspire individuals to greatness. History
remembers brilliant people and their heroic acts that have changed the shape of
nations. You get a huge amount of motivation from learning about the inspirational
events that make up where we are today.

It only takes one great story from the pages of history to light up children’s imagination
and spur them on to do great things.

5. Learn from Mistakes 

“Those who cannot remember the past are condemned to repeat it.” George
Santayana’s quote is one of academia’s most cited and paraphrased lines, and one that
explains perfectly why everyone should study history. The past is filled with warning
signs. We must be able to reflect on the events that built up to them, learn from
mistakes made and resist and question if we see similar patterns emerging.

If your child studies history, they will be able to identify when society is going down
perilous routes and contribute towards getting it back on track.

6. Develop Transferrable Skills  

History is a respected academic pursuit that challenges our intellect. Students must
analyse information that may not have one clear interpretation before offering a
balanced conclusion. Critical thought is at the heart of every challenging intellectual
pursuit.

The ability to question and evaluate information is one that applies to workplaces in
many industries, and Nord Anglia Education strive to provide the necessary
transferrable skills to all our students. History is one of the best subjects for stimulating
and developing this ability.