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Published online by Cambridge University Press: 13 August 2021
I would argue that history students should understand that the whole body of historical writing consists of interpretations of the past. They should be able to analyse a wide variety of texts and form their own opinions on a historical topic, and should be able to construct a coherent argument, using evidence to support their opinion. In doing so, they should be actively aware that their argument is no more “true” than that offered by any other historian. It is as much a product of their personal biography and the social formation in which they live as of the evidence used in its construction. Even this evidence is the product of other personal biographies and other social forces.
Alan Kirkaldy teaches in the Department of History, University of Venda.
1. I would like to thank Tessa van Ryneveld for her considerable input to this paper. Chris Mulaudzi, one of my former students who has now moved to UCT to read for an Honours Degree in history also gave me some useful suggestions.
2. Oosthuizen, C., Understanding History Method, Johannesburg: Educum Publishers, 1981.Google Scholar
3. A progressive teachers training college in the former Gazankulu bantustan.
4. Standard two is the fourth year of formal schooling in South Africa. Local languages are Xitsonga, Luvenda, Sepedi, English and Afrikaans.
5. The Honours courses were: Methodology, technique and theories of history; Historiography and the philosophy of history; Detailed study of a theme from South African History; Detailed study of a theme from African History; and Detailed study of a theme from General History. The Honours program continued to be offered part-time over two years.
6. The discussion of the Venda, Maputo and UCT project draws heavily on the unpublished project proposal. Most of the work of formally drawing up this proposal was done by Patrick Harries of the Department of History at the University of Cape Town.
