Posts Tagged Vladimir Lenin
The Future Ain’t What It Used To Be: Reflections on The Significance of Teaching and Learning History
I believe strongly that one of the most significant things that can be gained through the study of history is a more profound understanding of the experiences of another human being. We can never completely understand what a person has felt or known, but it is possible to see a vague reflection of their condition. The full scope of human understanding is probably far beyond what a single person can ever completely grasp, but in the search for the meaning of individual moments in time, it is possible to see deeper into what it means to be that particular human in that particular moment. That understanding can grant us the grace that comes with feeling a genuine connection to those who we may not physically ever meet. This connection allows us to know more of what it means to be human. For me, this is the most important reason to teach and learn history.
Often, the study of history is presented as a magical panacea for all that ails the human race. I don’t believe history can “fix” anything. The most well-worn and wildly inaccurate cliché about history is that “those who fail to learn from history are doomed to repeat it.” Students are often programed like robots to repeat that as a way of explaining why it is worth spending hour upon hour of their time on earth pondering the actions of William the Conqueror or Marie Antoinette. Granted, explaining the deeper meaning of history is a labyrinthine task, but simply leaving students with the veiled threat about how not paying attention to a lesson may leave them to the brink of extinction is hardly an effective means of fostering a long-term commitment to learning. Nobody knows what patterns will unfold as time passes. Studying what has happened is not a recipe for understanding what will happen.
One of the few recognizable truths that the subject seems to offer is that it is impossible for history to ever repeat itself. Sets of circumstances are always unique. Sure, there are similarities between the French and Russian Revolutions, but to argue that history was merely re-running an episode of “The Revolution Hour Hosted by Vladimir Lenin” is a grotesque oversimplification. My experience has been that historical themes that “repeat” themselves only look that way if one is paying little attention to the actual circumstances of the event. There are nearly infinite numbers of minor unrecorded actions and forgotten decisions that made the event what it was. We know so little and presume so much.
By understanding the past, we gain little insight into our future. Even if I magically found a way to absorb every moment of the past, I strongly doubt that I could even know what the weather was going to be like a week from Sunday. The future is created by the sum total of the actions of human beings in each particular moment. I have not been given the machinery to synthesize a trillionth of the events of a given millisecond. If they all count for varying degrees of something, then how on earth could I possibly expect to understand the moment I’m in, let alone the ones that will come next?
The problem with a historical outlook that is built on gaining future “results” is that it obscures a much more powerful purpose for historical study, which is to genuinely understand something that goes beyond ones own wishes, desires and beliefs. Historians often try to bend events into coherent themes in the hopes of explaining large blocks of time. This form of historical shorthand is necessary on many levels, but when it comes to supersede the experiences and events that have taken place, then it becomes a major barrier to the path of empathy that true engagement with the subject can create.
If the goal of learning history is trying to predict the outcomes of a series of events, then it is certainly not an effective tool. However, history may well be one of the greatest engines ever created to teach empathy and compassion. The problem with teaching students to believe that history follows certain patterns is it robs them of the understanding of what a remarkable role uncertainty plays in history. Students often ask why a certain historical actor was so dumb as not to see how obvious their fate was to anyone who paid attention. After all, we know how all the stories end. The problem is, historical actors do not know how their lives will end up. They are making decisions in the moment without the benefit of hindsight. No historical pattern can guarantee a person’s well-being. They were fishing around in the dark just like we are. They didn’t know how they would die, they didn’t know what their actions would mean and they certainly didn’t have the benefit being able to walk away from their stories when events became too challenging. We don’t either. This basic human truth should be the bedrock of any exploration of history.
To attempt to fully comprehend meaning of even one moment of a human life is an awe-inspiring goal. Even with the comparatively small amount of information we have about the lives of our fellow travelers, when we can see a flicker of their humanity we have granted ourselves the wonderful kinship that comes with knowing that we are not making our journey alone. Humans can survive perfectly well without studying history. The past, however, can teach us so much more than simply how to survive. It offers us an amazing window of insight into the miraculous complexities of what it means to be alive. This understanding is history’s truest gift to us. This is why it is worthwhile to learn about the past.